The Effects of Remotely Teaching Auditoryvisual Matching of Letters on Letter-naming among Children with Down Syndrome or Autism
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Abstract
This study aimed to replicate the study of Hayashi et al. (2013) and to assess the emergence of letter naming from the teaching of auditory-visual pairing, in the context of remote teaching, in view of the Covid-19 pandemic. Four students, of both genders, aged five to ten years, three of them with Down syndrome and one participant with Autistic Spectrum Disorder participated in the research. Data collection was performed using the Zoom platform, individually. Teaching consisted of the selection of the printed capital letter, presented on the computer screen simultaneously the printed letters of the set, and the letter name dictated. In the evaluation, the child named the letter. A design of multiple probes between sets of letters was used. The results showed that all four participants showed an increase in correct letter naming after the teaching sessions for most letter sets. The data indicated that the teaching procedure can be a viable alternative to establish the recognition and naming of letters with people who are the target audience of Special Education, supplementing regular school teaching and can be conducted by teachers and family members.
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