Pub Date : 2024-08-13DOI: 10.1177/10883576241267963
So Yeon Kim, Rose A. Mason, Mandy Rispoli, John L. Davis, Catharine Lory, Emily Gregori, Carly A. Roberts, Denise Whitford, Danni Wang
Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes.
尽管技术在教育环境中得到了广泛应用，但针对自闭症谱系障碍（ASD）学生的技术辅助阅读干预的总体证据基础尚未得到充分研究。本荟萃分析旨在量化技术辅助阅读干预对自闭症谱系障碍学生的影响，并确定参与者和干预特点是否会影响干预效果。根据 What Works Clearinghouse (WWC) 建议的设计标准，对所审查的文章进行了系统的识别和方法严谨性评估。共有 13 项单例研究符合 WWC 标准（50%），我们使用 Tau-U 对其效果进行了分析，得出了 50 个不同的效果大小，其中有 33 名参与者。研究结果发现，技术辅助阅读干预的总体效果为0.89（CI95[.83, .96]），属于中等水平，与使用时间延迟相关的变量对阅读结果有调节作用。
{"title":"A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder","authors":"So Yeon Kim, Rose A. Mason, Mandy Rispoli, John L. Davis, Catharine Lory, Emily Gregori, Carly A. Roberts, Denise Whitford, Danni Wang","doi":"10.1177/10883576241267963","DOIUrl":"https://doi.org/10.1177/10883576241267963","url":null,"abstract":"Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI<jats:sub>95</jats:sub> [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1177/10883576241268125
Sally B. Shepley, Amy D. Spriggs, Mark Samudre, Kai M. O’Neill
Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used a multiple probe across participants design to simultaneously evaluate the effects of progressive time delay (PTD) on the acquisition of self-instructional behaviors to perform exercise routines and the generalization of these behaviors for four elementary students with ID. Generalization was programmed by implementing PTD procedures with two different workout schedules while simultaneously and continuously probing two other workout schedules until mastery. Three of the four participants acquired self-instructional behaviors with their target schedules and generalized these behaviors to two novel schedules resulting in independent performance of 36 untrained exercise behaviors. Results and discussions pertaining to generalization evaluation within single-case designs are described.
{"title":"Generalization of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability","authors":"Sally B. Shepley, Amy D. Spriggs, Mark Samudre, Kai M. O’Neill","doi":"10.1177/10883576241268125","DOIUrl":"https://doi.org/10.1177/10883576241268125","url":null,"abstract":"Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used a multiple probe across participants design to simultaneously evaluate the effects of progressive time delay (PTD) on the acquisition of self-instructional behaviors to perform exercise routines and the generalization of these behaviors for four elementary students with ID. Generalization was programmed by implementing PTD procedures with two different workout schedules while simultaneously and continuously probing two other workout schedules until mastery. Three of the four participants acquired self-instructional behaviors with their target schedules and generalized these behaviors to two novel schedules resulting in independent performance of 36 untrained exercise behaviors. Results and discussions pertaining to generalization evaluation within single-case designs are described.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"76 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.1177/10883576241238712
Kelly B. Kearney, Jacqueline Wood, Lauren Berlingo, Charles Dukes
This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner’s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed.
{"title":"Using the “Cool Versus Not Cool” Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism","authors":"Kelly B. Kearney, Jacqueline Wood, Lauren Berlingo, Charles Dukes","doi":"10.1177/10883576241238712","DOIUrl":"https://doi.org/10.1177/10883576241238712","url":null,"abstract":"This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner’s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"21 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/10883576241232898
Maria L. Hugh, LeAnne Johnson, Angel Fettig
Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs ( m = 20.47, 0%–50.64%) and minimal training (preservice = 1.6%–33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices.
{"title":"Preschool Special Educators’ Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism","authors":"Maria L. Hugh, LeAnne Johnson, Angel Fettig","doi":"10.1177/10883576241232898","DOIUrl":"https://doi.org/10.1177/10883576241232898","url":null,"abstract":"Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs ( m = 20.47, 0%–50.64%) and minimal training (preservice = 1.6%–33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"12 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/10883576241232894
Gospel Y. Kim, Lee SoHyun, Kathleen N. Tuck, Jose R. Martinez
The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children.
本研究旨在探讨在全组（WG）教学中嵌入特殊兴趣区（SIA）对普通教育课堂中患有自闭症谱系障碍（ASD）的幼儿的参与度和离座（OOS）行为的影响。该研究采用了跨参与者多基线设计，以评估嵌入 SIA 的教学与所有三名儿童的参与和离座行为之间的功能关系。在每个干预环节后都进行了非目标探究，以调查从教学中移除 SIA 后行为是否发生变化。结果表明，在 WG 教学中嵌入 SIA 可能会增加 ASD 儿童的参与行为，减少 OOS 行为；所有儿童的行为变化都会随着时间的推移而保持。
{"title":"Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder","authors":"Gospel Y. Kim, Lee SoHyun, Kathleen N. Tuck, Jose R. Martinez","doi":"10.1177/10883576241232894","DOIUrl":"https://doi.org/10.1177/10883576241232894","url":null,"abstract":"The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"32 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140018936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1177/10883576241232887
Virginia L. Walker, Christan Coogle, Ann Mickelson, Andy B. Masud
The number of students with autism spectrum disorder (ASD) in PreK–12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of paraeducator responses across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions.
{"title":"Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision","authors":"Virginia L. Walker, Christan Coogle, Ann Mickelson, Andy B. Masud","doi":"10.1177/10883576241232887","DOIUrl":"https://doi.org/10.1177/10883576241232887","url":null,"abstract":"The number of students with autism spectrum disorder (ASD) in PreK–12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of paraeducator responses across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"2 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140009012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.1177/10883576241232904
Sidni A. Justus, Jenny L. Singleton, Agata Rozga
Over the past 20+ years, researchers have worked toward identifying early behavioral predictors of autism spectrum disorder (ASD) and developing observation-based screeners to supplement existing parent-report methods. This study is a follow-up, 3 to 8 years later, with parents/caregivers of 57 children previously enrolled in a university-based study evaluating early ASD-risk. The original study evaluated infants’ (ages 15–35 months) ASD-risk through both observation-based and parent-report screeners. At follow-up, caregivers completed a phone interview inquiring about their child’s developmental progress and diagnostic outcomes. Results indicated screener at-risk status agreement in infancy predicted only one of the four parent-reported ASD diagnoses at follow-up. Single instrument at-risk status aligned with two additional ASD diagnoses (one per screener), and both screeners missed one ASD diagnosis at follow-up. Results did not indicate significant added utility for the observation-based screener over the commonly used parent-report screener, suggesting that ASD behavioral markers may be hard to observe at early ages.
{"title":"The Utility of the R-ABC in Assessing Risk for Autism Compared With the M-CHAT: An Exploratory Study","authors":"Sidni A. Justus, Jenny L. Singleton, Agata Rozga","doi":"10.1177/10883576241232904","DOIUrl":"https://doi.org/10.1177/10883576241232904","url":null,"abstract":"Over the past 20+ years, researchers have worked toward identifying early behavioral predictors of autism spectrum disorder (ASD) and developing observation-based screeners to supplement existing parent-report methods. This study is a follow-up, 3 to 8 years later, with parents/caregivers of 57 children previously enrolled in a university-based study evaluating early ASD-risk. The original study evaluated infants’ (ages 15–35 months) ASD-risk through both observation-based and parent-report screeners. At follow-up, caregivers completed a phone interview inquiring about their child’s developmental progress and diagnostic outcomes. Results indicated screener at-risk status agreement in infancy predicted only one of the four parent-reported ASD diagnoses at follow-up. Single instrument at-risk status aligned with two additional ASD diagnoses (one per screener), and both screeners missed one ASD diagnosis at follow-up. Results did not indicate significant added utility for the observation-based screener over the commonly used parent-report screener, suggesting that ASD behavioral markers may be hard to observe at early ages.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"20 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140001407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.1177/10883576241232902
Huan Li, Ning An, Li Deng, Jing Yu, Shuo Zeng
Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students’ reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member–assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID.
{"title":"The Effect of a Family Member–Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China","authors":"Huan Li, Ning An, Li Deng, Jing Yu, Shuo Zeng","doi":"10.1177/10883576241232902","DOIUrl":"https://doi.org/10.1177/10883576241232902","url":null,"abstract":"Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students’ reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member–assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"117 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140009255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1177/10883576241230924
Emily C. Bouck, Holly Long, Carrielynn O’Reilly
Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.
{"title":"Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online","authors":"Emily C. Bouck, Holly Long, Carrielynn O’Reilly","doi":"10.1177/10883576241230924","DOIUrl":"https://doi.org/10.1177/10883576241230924","url":null,"abstract":"Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"65 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.1177/10883576241232893
Meredith Saletta Fitzgibbons, Amy Buros Stein, Omar M. Khan
Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 adults with IDD under four conditions: listening only and listening while receiving each of the abovementioned three supports. Following each story, the participants responded orally to “wh-” comprehension questions. Participants’ reading and visuospatial skills were quantified. Results indicated that only participants with strong reading skills benefited from reading along silently or aloud and that illustration support did not appear to be an effective strategy. We provide implications and discuss the importance of adapting instruction to students’ strengths and preferences.
{"title":"Facilitating Text Comprehension in Adults With Intellectual and/or Developmental Disability","authors":"Meredith Saletta Fitzgibbons, Amy Buros Stein, Omar M. Khan","doi":"10.1177/10883576241232893","DOIUrl":"https://doi.org/10.1177/10883576241232893","url":null,"abstract":"Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 adults with IDD under four conditions: listening only and listening while receiving each of the abovementioned three supports. Following each story, the participants responded orally to “wh-” comprehension questions. Participants’ reading and visuospatial skills were quantified. Results indicated that only participants with strong reading skills benefited from reading along silently or aloud and that illustration support did not appear to be an effective strategy. We provide implications and discuss the importance of adapting instruction to students’ strengths and preferences.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"253 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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