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Reading Comprehension Interventions for Students With Autism Spectrum Disorders / Michael SOLIS in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)
[article]
Titre : Reading Comprehension Interventions for Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.284-299 Langues : Anglais (eng) Mots-clés : autism reading comprehension behavior intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299[article] Reading Comprehension Interventions for Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur . - p.284-299.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299
Mots-clés : autism reading comprehension behavior intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research / Farah EL ZEIN in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
[article]
Titre : Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research Type de document : Texte imprimé et/ou numérique Auteurs : Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur Article en page(s) : p.1303-1322 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Reading comprehension Reading intervention Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322[article] Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research [Texte imprimé et/ou numérique] / Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur . - p.1303-1322.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322
Mots-clés : Autism spectrum disorders Reading comprehension Reading intervention Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder / Meghan M. DAVIDSON in Autism Research, 10-12 (December 2017)
[article]
Titre : Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2002-2022 Langues : Anglais (eng) Mots-clés : ASD reading comprehension weak central coherence oral language semantics eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323
in Autism Research > 10-12 (December 2017) . - p.2002-2022[article] Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2002-2022.
Langues : Anglais (eng)
in Autism Research > 10-12 (December 2017) . - p.2002-2022
Mots-clés : ASD reading comprehension weak central coherence oral language semantics eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323 Reading comprehension strategies for expository texts: Children with and without ASD / Yael KIMHI in Research in Autism Spectrum Disorders, 105 (July 2023)
[article]
Titre : Reading comprehension strategies for expository texts: Children with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : 102169 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Reading comprehension Expository text Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102169[article] Reading comprehension strategies for expository texts: Children with and without ASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Irit Kempner MISHKIN, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 102169.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102169
Mots-clés : Autism Spectrum Disorder Reading comprehension Expository text Open and closed questions Index. décimale : PER Périodiques Résumé : Background Reading comprehension difficulties have been widely reported in children with autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age children with ASD versus those with typical development (TD). The research addressed the following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension (without a strategy); 2) Improvement of reading comprehension using a given strategy, compared to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and 4) Group differences (ASD/TD) regarding question type (open/closed). Method Two groups of 28 third-grade children were matched on verbal receptive language and the mother's level of education. The baseline reading comprehension test was administered first. Participants then underwent a short teaching procedure on how to use the assigned strategy (MIE/VGO) and were asked to utilize it when completing the second expository text. Results Without strategy use, children with ASD demonstrated significantly greater difficulty in comprehending implicit information. After strategy use, the VGO strategy significantly surpassed the MIE strategy in facilitating both groups' improvements in implicit knowledge, ability to answer closed questions, and general reading comprehension scores. When examining each group separately only the ASD group demonstrated significant improvements using VGO strategy (near-significance for implicit knowledge). Conclusions Strategy use is crucial for children with ASD to advance and enhance reading comprehension. As found, VGO can facilitate expository text comprehension, yet students often need more exposure to relevant expository text strategies. Educational and theoretical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 57 (January 2019)
[article]
Titre : Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur Article en page(s) : p.105-119 Langues : Anglais (eng) Mots-clés : ASD Feasibility Academic achievement Reading comprehension intervention/treatment High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119[article] Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur . - p.105-119.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119
Mots-clés : ASD Feasibility Academic achievement Reading comprehension intervention/treatment High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography / Rosa ZUCCARELLO in Research in Autism Spectrum Disorders, 17 (September 2015)
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PermalinkReading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years / Nicole HARLAAR in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
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