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Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders / Heather SCHENNING in Research in Autism Spectrum Disorders, 7-4 (April 2013)
[article]
Titre : Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur Article en page(s) : p.526-540 Langues : Anglais (eng) Mots-clés : Moderate and severe disabilities Moderate disability Severe disability Access to general curriculum Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540[article] Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders [Texte imprimé et/ou numérique] / Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur . - p.526-540.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540
Mots-clés : Moderate and severe disabilities Moderate disability Severe disability Access to general curriculum Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 Teaching social studies content to students with autism using a graphic organizer intervention / Tracie-Lynn ZAKAS in Research in Autism Spectrum Disorders, 7-9 (September 2013)
[article]
Titre : Teaching social studies content to students with autism using a graphic organizer intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur Article en page(s) : p.1075-1086 Langues : Anglais (eng) Mots-clés : Autism Social studies History Graphic organizer Adapted text Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086[article] Teaching social studies content to students with autism using a graphic organizer intervention [Texte imprimé et/ou numérique] / Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur . - p.1075-1086.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086
Mots-clés : Autism Social studies History Graphic organizer Adapted text Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211