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Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism / Emily J. SOLARI in Research in Autism Spectrum Disorders, 71 (March 2020)
[article]
Titre : Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.101501 Langues : Anglais (eng) Mots-clés : Listening comprehension Narrative generation Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501[article] Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur . - p.101501.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501
Mots-clés : Listening comprehension Narrative generation Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities / Pamela J. MIMS in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)
[article]
Titre : Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. MIMS, Auteur ; Melissa HUDSON, Auteur ; Diane M. BROWDER, Auteur Année de publication : 2012 Article en page(s) : p.67-80 Langues : Anglais (eng) Mots-clés : shared story reading read-alouds biography developmental disabilities listening comprehension literacy intellectual disability general curriculum access adapted books nonfiction literature middle school Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering “Wh” questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.67-80[article] Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities [Texte imprimé et/ou numérique] / Pamela J. MIMS, Auteur ; Melissa HUDSON, Auteur ; Diane M. BROWDER, Auteur . - 2012 . - p.67-80.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.67-80
Mots-clés : shared story reading read-alouds biography developmental disabilities listening comprehension literacy intellectual disability general curriculum access adapted books nonfiction literature middle school Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering “Wh” questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Heterogeneity and imbalance of reading profiles in Autism Spectrum Disorders / Juan LIU in Research in Autism Spectrum Disorders, 100 (February 2023)
[article]
Titre : Heterogeneity and imbalance of reading profiles in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Juan LIU, Auteur ; Ying WANG, Auteur ; Li YI, Auteur Article en page(s) : 102088 Langues : Anglais (eng) Mots-clés : Hyperlexia Word decoding Listening comprehension Morphological awareness Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to identify distinct reading profiles in 4 “11-year-old Chinese autistic and neurotypical (NT) children and to examine the unique characteristics of each group. Forty-five autistic children and 45 NT comparisons matched on nonverbal IQ and age were assessed in a comprehensive reading battery including word reading, listening comprehension, and reading-related language skills. Using latent profile analysis, four reading profiles of autistic children emerged: readers with good decoding and listening comprehension skills (GDGL, 33.3Â %), good decoders with poor listening comprehension skills (GDPL, 35.7Â %), readers with average decoding and listening comprehension skills (ADAL, 20Â %), and readers with poor decoding and listening comprehension skills (PDPL, 20Â %). Furthermore, the results indicated an imbalanced pattern of reading profiles with over 50Â % of autistic children performing well in certain reading abilities but poorly in other skills. The findings highlight the urgent need for designing individualized reading supports for autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Research in Autism Spectrum Disorders > 100 (February 2023) . - 102088[article] Heterogeneity and imbalance of reading profiles in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Juan LIU, Auteur ; Ying WANG, Auteur ; Li YI, Auteur . - 102088.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 100 (February 2023) . - 102088
Mots-clés : Hyperlexia Word decoding Listening comprehension Morphological awareness Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to identify distinct reading profiles in 4 “11-year-old Chinese autistic and neurotypical (NT) children and to examine the unique characteristics of each group. Forty-five autistic children and 45 NT comparisons matched on nonverbal IQ and age were assessed in a comprehensive reading battery including word reading, listening comprehension, and reading-related language skills. Using latent profile analysis, four reading profiles of autistic children emerged: readers with good decoding and listening comprehension skills (GDGL, 33.3Â %), good decoders with poor listening comprehension skills (GDPL, 35.7Â %), readers with average decoding and listening comprehension skills (ADAL, 20Â %), and readers with poor decoding and listening comprehension skills (PDPL, 20Â %). Furthermore, the results indicated an imbalanced pattern of reading profiles with over 50Â % of autistic children performing well in certain reading abilities but poorly in other skills. The findings highlight the urgent need for designing individualized reading supports for autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491