Dr Benjamin Bailey is a Certified Practicing Speech Pathologist (CPSP) and Postdoctoral Research Fellow at the University of Technology Sydney. His clinical and research interests centre on child language and literacy as well as developmental disability. Ben is passionate about promoting the outcomes of all children, especially those from disadvantaged backgrounds, through multidisciplinary and innovative Speech Pathology practices. Ben completed his PhD on computer-assisted literacy instruction for children with autism spectrum disorder at the University of Sydney in 2017, and has continued to explore topics related to computer-assisted instruction, language, and literacy in subsequent projects. His current research aims to explore the use of virtual reality to improve access to Speech Pathology assessment and intervention for children with developmental disabilities. Ben’s research also aims to use innovative technologies and practices to enhance access to allied health services for children living in rural and remote areas, with a focus on capacity building in Aboriginal and Torres Strait Islander communities.
Arciuli, J & Bailey, B 2019, 'Efficacy of ABRACADABRA literacy instruction in a school setting for children with autism spectrum disorders.', Research in developmental disabilities, vol. 85, pp. 104-115.View/Download from: UTS OPUS or Publisher's site
BACKGROUND:There is evidence indicating that instruction using ABRACADABRA (ABRA) - a free web application designed to promote literacy development - may benefit children with autism spectrum disorders (ASD) when administered on an individualized basis in children's homes. AIMS:Here, we investigated the efficacy of ABRA instruction administered in small groups of children with ASD within a school setting. METHODS AND PROCEDURES:Children were aged 5.83-8.42 years (n = 23). Some children were assigned to an instruction group and received a minimum of 20 h of ABRA instruction over 9 weeks (n = 11). The other children comprised an age- and ability-matched control group (n = 12) and received business as usual literacy instruction. Outcome measures included word-level accuracy, passage-level accuracy, and passage-level comprehension, all assessed using standardized tests that were independent of ABRA. OUTCOMES AND RESULTS:ANOVAs comparing pre- versus post-instruction raw scores showed statistically significant improvements in word- and passage-level reading accuracy for the instruction group relative to the control group, with large effect sizes. Gains in reading comprehension for the instruction group were not statistically significant and, in a posthoc correlational analysis, appeared to be related to children's socialisation skills (r = .62). CONCLUSIONS AND IMPLICATIONS:Literacy instruction using ABRA is associated with improvement in reading accuracy for children with ASD when administered in small groups within a school setting. Children with ASD may require additional supports to make gains in reading comprehension when literacy instruction using ABRA is delivered in groups.
Arciuli, J & Bailey, B 2019, 'An acoustic study of lexical stress contrastivity in children with and without autism spectrum disorders', JOURNAL OF CHILD LANGUAGE, vol. 46, no. 1, pp. 142-152.View/Download from: Publisher's site
Bailey, B & Arciuli, J 2019, 'Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis', Review Journal of Autism and Developmental Disorders.View/Download from: Publisher's site
© 2019, Springer Science+Business Media, LLC, part of Springer Nature. This study reviews the literature on reading instruction consistent with the recommendations of the National Reading Panel (NRP; National Institute of Child Health and Human Development, 2000) for children with autism spectrum disorder, using the Evaluative Method for Determining Evidence-Based Practices in Autism to assess research quality (Reichow, Volkmar, & Cicchetti, 2008). A search of the literature published between 2009 and 2017 identified 10,779 relevant records, of which 19 met inclusion criteria. Studies reported gains in phonics, reading accuracy, reading fluency, and/or reading comprehension skills; however, few were of adequate or strong quality. Instruction that incorporated multiple Big Five elements from the NRP was associated with gains in reading accuracy and comprehension as well as relatively high quality ratings. Clinical implications and priorities for future research are discussed.
Bailey, B & Arciuli, J 2018, 'Subskills associated with spelling ability in children with and without autism spectrum disorders', Autism & Developmental Language Impairments, vol. 3, pp. 239694151880380-239694151880380.View/Download from: Publisher's site
Bailey, B, Arciuli, J & Stancliffe, RJ 2017, 'Effects of ABRACADABRA Instruction on Spelling in Children With Autism Spectrum Disorder', SCIENTIFIC STUDIES OF READING, vol. 21, no. 2, pp. 146-164.View/Download from: Publisher's site