Abstract
This study examined whether a parent-implemented intervention using a sequential stimulus pairing procedure could facilitate word-reading behavior in a child with autism spectrum disorder (ASD) and intellectual disabilities in a home setting. Additionally, the study investigated the intervention’s effects on the maintenance and generalization of Hiragana word-reading skills. The participant was an eight-year-old child with ASD and co-occurring intellectual disabilities. Multiple probe design across stimulus sets was used to assess the efficacy of the intervention. Parent conducted the reading intervention at home using a tablet device that contained materials for reading Hiragana words, utilizing a stimulus pairing procedure. The results indicated that the child improved their correct response rate when reading Hiragana words consisting of three to six syllables, including those with voiced and contracted sounds. Furthermore, the child demonstrated increased correct responses to Hiragana words that were not included in the intervention, with this effect persisting from one to five months after the intervention concluded. The social validity assessment by the parent revealed that the parent enjoyed conducting the intervention with the child and reported that the intervention increased the opportunities for the child to engage in reading in their daily life.
