The effect of phonics skills intervention on early reading comprehension in an adolescent with autism: a longitudinal study

Reading comprehension requires phonics skills, described as 'blending phonemes in a word’. Adolescents diagnosed with Autism Spectrum Disorder (ASD) often experience poor reading comprehension (Jones et al., 2009). The aim of the present study was to explore if it is possible for an adolescent with ASD and intellectual disability to learn reading comprehension skills even without direct teaching, when the focus of the intervention is on teaching phonics skills. An adolescent with ASD, profound intellectual disability and limited behavioral repertoire participated in the study. The participant received intensive ABA-based interventions according to University of California at Los Angeles-Young Autism Project (UCLA-YAP) model and intensive phonics training. Intervention data show emergence of early reading comprehension skills in terms of words/pictures matching and responding to written instructions. It is suggested that imple-mentation of similar interventions could change the opportunities for autistic people who have limited behavioral repertoire and who did not begin an ABA-based interventions until their adolescence