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Abstract
Literacy skills are important for accessing all areas of academic content as well as for increasing quality of life. The use of shared stories to teach early literacy skills to students with extensive support needs, including students with autism, is an evidence-based practice. This project extends the research by examining the effects of systematic instruction, including constant time delay and a modified system of least prompts, paired with an iPad2® to teach grade-appropriate literature in a shared story format for students with limited verbal ability. The participants in this intervention were four elementary-aged male students with autism and limited to no verbal ability. A 10-step task analysis was developed to guide the shared story process. Results indicated that the participants were able to increase the number of independent correct responses on the task analysis from baseline to intervention. Study limitations and implications for future research are discussed.
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