Abstract
A multiple-baseline design across tasks (i.e., word lists) was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading of a sixth-grade student with Autism. Across 3 lists of primer and first-grade Dolch words, the student showed immediate increases in sight-word reading after the CBSWRI was applied. As the student learned 25 words in 16 brief (i.e., 200 s) sessions, the efficiency and sustainability of the CBSWRI are discussed along with future research.
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