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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146 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 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 [article] Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability [texte imprimé] / 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

Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100 Titre : Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability Type de document : texte imprimé Auteurs : Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur Article en page(s) : p.89-100 Langues : Anglais (eng) Mots-clés : intellectual disability  special education  adult learners  reading comprehension  vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability [texte imprimé] / Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur . - p.89-100. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100 Mots-clés : intellectual disability  special education  adult learners  reading comprehension  vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism / Chengan YUAN in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3704-3715 Titre : The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism Type de document : texte imprimé Auteurs : Chengan YUAN, Auteur ; Youjia HUA, Auteur ; Jing ZHU, Auteur Article en page(s) : p.3704-3715 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early behavioral intervention  Error correction  Preference  Reinforcement Index. décimale : PER Périodiques Résumé : Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants' preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant's preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings. En ligne : http://dx.doi.org/10.1007/s10803-019-04086-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism [texte imprimé] / Chengan YUAN, Auteur ; Youjia HUA, Auteur ; Jing ZHU, Auteur . - p.3704-3715. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3704-3715 Mots-clés : Autism spectrum disorder  Early behavioral intervention  Error correction  Preference  Reinforcement Index. décimale : PER Périodiques Résumé : Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants' preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant's preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings. En ligne : http://dx.doi.org/10.1007/s10803-019-04086-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

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