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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.67-80 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 [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

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