Examining the Effects of Embedding American Sign Language into Literacy Instruction for Students with Autism

Abstract

American Sign Language (ASL) has been investigated as a functional communication method for students with intellectual and developmental disabilities and autism spectrum disorder, but has not been investigated as an instructional method for use in literacy tasks in this population. Drawing upon evidence-based practices such as visual supports, neuroscience research investigating brain structures that process speech versus manual language, evidence that ASL promotes functional communication, and Universal Design for Learning (UDL) framework, this intervention addressed the following research question: How does American Sign Language embedded into instruction impact correct academic responding in students with autism spectrum disorder (ASD)? Four middle school students with ASD participated in this alternating treatments study, which embedded various arrangements of American Sign Language into a shared reading lesson. Implications for practice and research are discussed.