Using an iPad application to promote early literacy development in young children with disabilities
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The primary purpose of this study was to examine the effects of using an iPad application to teach four young children with disabilities to receptively identify initial phonemes through 0-5s constant time delay procedures. A multiple probe design across three sets of target phonemes, replicated with four students was used. The dependent variable was the percentage of unprompted correct receptive identification responses for target phonemes during instruction and probes. The results indicated that all four students mastered their target phonemes, and generalized the skills across materials. Data gathered in the generalization across positions probes showed mixed results. Maintenance data were collected four and seven weeks after the intervention was completed for three of the four students, and the students maintained the skills at or above 50% of accuracy.