Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

O'Sullivan, D.; Grindle, Corinna F.; Hughes, J. Carl

doi:10.1108/jidob-09-2016-0015

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…SF-DDARIN Tier 1 activities included three master’s student projects, each extending the evidence base across different populations. O’Sullivan et al (2017) used a single-case pre-post-test design to evaluate the feasibility of using HER ® to teach basic reading skills to adult offenders with mild intellectual disabilities in a forensic hospital. An additional component of this research design was the inclusion of two treatment-as-usual (TAU) control participants who did not complete the programme.…”

Section: Sf-ddarin Tier 1 Activities (Phase 1)mentioning

confidence: 99%

“…The aim was to evaluate the feasibility of teaching adults with learning disabilities to read using HER ® mediated by support workers or family carers (Moody et al , 2022). The research proposal built upon the Tier 1 O’Sullivan et al (2017) study and the Tier 2 adult reading survey and used the HER ® support manual funded by the SF-DDARIN. Thirty-six participants were recruited and randomised into an intervention group (19 participants) and a TAU group (17 participants).…”

Section: Sf-ddarin Tier 3 Activities (Phases 2/3)mentioning

confidence: 99%

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Developing an evidence base for behavioural interventions: a case study of the Headsprout^® early reading programme

Denne,

Roberts-Tyler,

Grindle

2024

TLDR

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Purpose Evidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions. Design/methodology/approach In this case study, the progressive research steps undertaken by the SF-DDARIN to develop the evidence base for an online reading intervention, the Headsprout® Early Reading programme (HER®), which uses behavioural principles to promote learning to read, are described. Findings A series of discrete projects targeting gaps in the evidence base for HER® led to funding two randomised controlled trials in England, one in education and one in health and social care. Originality/value This case study illustrates an original, creative and effective way of collaborating across academic research departments and applied settings to extend the evidence base for a chosen intervention systematically.

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Section: Sf-ddarin Tier 1 Activities (Phase 1)mentioning

confidence: 99%

Section: Sf-ddarin Tier 3 Activities (Phases 2/3)mentioning

confidence: 99%

Developing an evidence base for behavioural interventions: a case study of the Headsprout^® early reading programme

Denne,

Roberts-Tyler,

Grindle

2024

TLDR

View full text Add to dashboard Cite

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“…All students regardless of age used the same program in which cartoon characters appear in the online episodes. This was considered appropriate as other research had found no negative aspects to the child-friendly design of HER when it was implemented with older teenagers (Tyler et al, 2015b) and with adults (O'Sullivan et al, 2017) with ID.…”

Section: Setting and Participantsmentioning

confidence: 99%

Headsprout^® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

Grindle

Murray

Hastings

et al. 2021

Research in Spec Educ Needs

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Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout â Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty-five children from a special school were randomly allocated into the HER group or a waiting list control group. For six months, children in the intervention group received HER as supplementary instruction, whereas children in the control group received only reading as usual' teaching. Pre-and post-intervention tests on standardised reading measures were conducted. Analysis of data from outcome measures indicated that the HER group made improvements at post-intervention in comparison with the control group, with medium effect sizes on two domains from the main outcome measure. These results support the case for a larger research trial of HER for children with severe ID.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Teaching Reading Skills to Individuals with Autism and/or Intellectual Disabilities Using Computer-Assisted Instruction: a Systematic Review

Kurzeja,

Flynn,

Grindle

et al. 2024

Rev J Autism Dev Disord

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Reading is an essential life skill that can lead to independence. However, many individuals with autism and/or intellectual disabilities find this skill difficult to acquire. Computer-assisted instruction (CAI) is one approach that combines recommended reading elements (e.g., phonics, fluency, and comprehension) with evidence-based teaching strategies to support the development of reading skills. The first aim of this systematic review (PROSPERO: CRD42021253686) was to identify CAI reading programs and their effectiveness for individuals with autism and/or intellectual disability. A second aim was to evaluate the views and experiences of those with autism and/or intellectual disability, their teachers, and other stakeholders about CAI reading programs. Electronic searches of 7 databases identified a total of 3539 records for review, with 262 full-text articles evaluated, and 47 papers included in the review for data extraction and quality appraisal. The review identified both single-component and multicomponent CAI reading programs that were commercially available interventions (e.g., Headsprout©, ABRACADABRA) and bespoke interventions (e.g., personalized e-books). Thirty-four of the 47 studies reported positive outcomes in terms of effectiveness. However, the quality of these studies was often poor, and the description of the interventions was often limited (e.g., rationale for the intervention, who delivered it and how), leading to concerns about the rigor of the evidence base. Stakeholders’ views and experiences were reported in half of the evaluated studies. CAI reading programs were reported as enjoyable and easy to use. They were considered effective by the stakeholders. Further research is needed to develop and explore the effectiveness of CAI reading interventions using rigorous study designs, so that individuals with autism and/or intellectual disability can be provided with access to a wider range of evidence-based reading programs.

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Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

Cited by 4 publications

References 18 publications

Developing an evidence base for behavioural interventions: a case study of the Headsprout^® early reading programme

Developing an evidence base for behavioural interventions: a case study of the Headsprout^® early reading programme

Headsprout^® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

Teaching Reading Skills to Individuals with Autism and/or Intellectual Disabilities Using Computer-Assisted Instruction: a Systematic Review

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Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

Cited by 4 publications

References 18 publications

Developing an evidence base for behavioural interventions: a case study of the Headsprout® early reading programme

Developing an evidence base for behavioural interventions: a case study of the Headsprout® early reading programme

Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

Teaching Reading Skills to Individuals with Autism and/or Intellectual Disabilities Using Computer-Assisted Instruction: a Systematic Review

Contact Info

Product

Resources

About

Developing an evidence base for behavioural interventions: a case study of the Headsprout^® early reading programme

Developing an evidence base for behavioural interventions: a case study of the Headsprout^® early reading programme

Headsprout^® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial