USING GRM AND PECS FOR IMPROVING READING SKILLS IN STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This case study analysed the impact of GRM and PECS on the reading skills of two children with ASD with severity levels I and II. A descriptive cross-sectional quantitative approach was used with a pre-experimental, pre-test, post-test, and single-group design. The PROLEC-R Battery was applied before and after using these strategies to measure the students’ reading ability. Results showed that although both participants improved in the initial and lexical reading processes, only the participant with severity level I reached a medium reading level. It was concluded that these methods were successful, but longer exposure to them will likely yield better outcomes.