LEARNING TO READ IN A PERSON WITH AUTISM SPECTRUM DISORDER: AN APPLICATION OF ‘EQUIVALENCE RELATIONS’

The linguistic and cognitive difficulties of students with autism spectrum disorder often represent a significant obstacle to mastering written text, making teaching reading a real challenge for teachers and therapists. However, there are various habilitative procedures, tailored to different degrees of disability, which address the difficulties faced by educators when dealing with such deficits. In this work, the focus will be on developing reading skills in an approximately eight-year-old child with autism spectrum disorder, implementing an ABA-oriented procedure: “equivalence relations”.