Graduation Year

Spring 2013

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Psychology

Reader 1

Marjorie Charlop

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© 2013 Betty Rosenfield

Abstract

Children with autism spectrum disorder (ASD) exhibit deficits in reading comprehension. Previous research indicates that music increases attention span, as well as increases auditory discrimination, memory and verbal skills in children with ASD. This study attempts to increase the reading comprehension of three children with autism by implementing a musical modality approach to learning. To assess the effects of musical presentation on reading comprehension a multiple baseline design across children was used. In baseline each child was told to read a story silently to themselves and then answer standard reading comprehension recall questions (who, what, where, when). In treatment the children were presented stories read to them (speaking modality) or sung to them (singing modality) and again asked standard recall questions. Results found that all three participant’s reading comprehension scores increased in relation to baseline, and one out of three participants reading comprehension scores increased in the signing modality condition as compared to the baseline and speaking modality conditions.

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