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Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 9 (January 2015)
[article]
Titre : Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Min Kyung KIM, Auteur ; Aron N. WEINBERG, Auteur ; Sharon VAUGHN, Auteur Année de publication : 2015 Article en page(s) : p.96-111 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Secondary reading comprehension Reading intervention Index. décimale : PER Périodiques Résumé : Abstract We adapted and piloted Collaborative Strategic Reading–High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a neurologically typical (neurotypical) reading partner to learn and use reading strategies with informational text two to three times per week. Daily comprehension checks were collected and visually inspected for trends along with data on the number of challenging behaviors and social interactions displayed during intervention. Fidelity of implementation was also measured. Though exploratory, increases in comprehension and interactions were noted along with decreases in challenging behaviors. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.96-111[article] Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Min Kyung KIM, Auteur ; Aron N. WEINBERG, Auteur ; Sharon VAUGHN, Auteur . - 2015 . - p.96-111.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.96-111
Mots-clés : Autism spectrum disorder Secondary reading comprehension Reading intervention Index. décimale : PER Périodiques Résumé : Abstract We adapted and piloted Collaborative Strategic Reading–High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a neurologically typical (neurotypical) reading partner to learn and use reading strategies with informational text two to three times per week. Daily comprehension checks were collected and visually inspected for trends along with data on the number of challenging behaviors and social interactions displayed during intervention. Fidelity of implementation was also measured. Though exploratory, increases in comprehension and interactions were noted along with decreases in challenging behaviors. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)
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Titre : Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur Année de publication : 2012 Article en page(s) : p.135-146 Langues : Anglais (eng) Mots-clés : young adults autism reading intervention comprehensionfactual inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146[article] Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur . - 2012 . - p.135-146.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146
Mots-clés : young adults autism reading intervention comprehensionfactual inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children / R. P. GRIMM in Autism Research, 11-4 (April 2018)
[article]
Titre : Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : R. P. GRIMM, Auteur ; E. J. SOLARI, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.624-635 Langues : Anglais (eng) Mots-clés : autism spectrum disorder comprehension linguistic reading comprehension reading development reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism Research > 11-4 (April 2018) . - p.624-635[article] Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children [Texte imprimé et/ou numérique] / R. P. GRIMM, Auteur ; E. J. SOLARI, Auteur ; N. S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.624-635.
Langues : Anglais (eng)
in Autism Research > 11-4 (April 2018) . - p.624-635
Mots-clés : autism spectrum disorder comprehension linguistic reading comprehension reading development reading intervention Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. En ligne : http://dx.doi.org/10.1002/aur.1914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 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