Equivalence‐based instruction to teaching reading by families and teachers students with autism and/or intellectual disabilities

Benitez et al. (2023) asked parents and teachers to run a computerized reading program. The kids had autism or intellectual disability and could not read any of the 21 target words.

The team used equivalence-based instruction. Kids matched pictures to spoken words, then to printed words, and finally read the words out loud.

Sessions happened at home or in class. A multiple-baseline design showed that gains appeared only after teaching started.

Every child reached 80% correct or better on the 21 taught words. Some kids needed only a few sessions; others needed more.

Parents and teachers kept high fidelity scores while running the software. The kids still read the words two weeks later.

Albright et al. (2015) and Oliveira et al. (2021) proved that equivalence lessons work on college kids. Benitez moves the same logic down to early readers with autism or ID.

Ulriksen et al. (2024) also taught reading to students with ID, but used phonics and AAC tools in a special-ed room. Benitez shows that equivalence software works in inclusive settings without extra AAC gear.

Shawler et al. (2021) drilled keywords and saw only word gains, not comprehension. Benitez focused on word mastery too, so the 80% jump fits that pattern.

You no longer need a BCBA on site to run equivalence reading lessons. Give parents or teachers a short script and the free program, then watch non-readers turn into kids who can read 21 new words. Start with a five-word set next Monday and track data after each lesson.