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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.96-111 Titre : Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study Type de document : texte imprimé 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 [article] Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study [texte imprimé] / 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

Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119 Titre : Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility Type de document : texte imprimé Auteurs : Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur Article en page(s) : p.105-119 Langues : Anglais (eng) Mots-clés : ASD  Feasibility  Academic achievement  Reading comprehension  intervention/treatment  High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility [texte imprimé] / Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur . - p.105-119. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119 Mots-clés : ASD  Feasibility  Academic achievement  Reading comprehension  intervention/treatment  High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study / Michael SOLIS in Research in Autism Spectrum Disorders, 93 (May 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 93 (May 2022) . - 101937 Titre : Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study Type de document : texte imprimé Auteurs : Michael SOLIS, Auteur ; Colleen K. REUTEBUCH, Auteur ; Sharon VAUGHN, Auteur ; Zaira JIMENEZ, Auteur Article en page(s) : 101937 Langues : Anglais (eng) Mots-clés : Autism  Reading comprehension  Vocabulary  Experimental study Index. décimale : PER Périodiques Résumé : Background For students with autism spectrum disorder (ASD), improving reading comprehension is critical for increasing both their opportunities for successful postsecondary experiences including attending college and obtaining meaningful employment. The purpose of this pilot study was to investigate the effects of a multicomponent reading intervention on the vocabulary and reading outcomes of middle grade students with ASD. Method We conducted a matched randomized pilot experimental study for students with ASD in grades 3 8 (N = 28) identified by their district personnel as having reading difficulties (i.e., not passing state reading test). An independent researcher matched participants according to symptom severity and reading fluency and then randomly assigned a member of each pair to treatment or comparison condition. Participants in treatment condition were provided 1:1 instruction for 23 30 sessions (M = 27) of 30 min each four to five days per week. Instructional components included (a) vocabulary instruction; (b) fluency with text, and (c) reading comprehension. In this pilot study, data were analyzed using repeated measures multilevel models in HLM 7. Due to the associated low statistical power to detect effects, the small sample size, and the exploratory nature of the study, we selected an alpha level of 0.10. Data were modeled as student-level variables classifying students based on their ASD symptomology from mild (level 1) to severe (level 3). Results The multicomponent intervention was associated with significant gains in WJ-PC scores of 22.62 (se = 8.19, df = 3, p = .070) for students at GARS severity level 1. Significant gains favoring the intervention were also detected on vocabulary score of 10.19 (se = 2.78, df = 3, p = .035) and for students rated at GARS severity level 1 and for students rated at GARS severity level 2 [vocabulary score 5.46 (se = 1.60, df = 3, p = .042)]. Significant effects were not detected for scores on a standardized measure of reading and fluency (TOSREC), and a researcher-developed measure of reading comprehension. Conclusions This pilot study shows enough promise to warrant future studies employing larger sample sizes and fully powered randomized control trial (RCT) studies. Although growth is modest and appears to be limited to participants who are in the mid to higher range of the autism spectrum, considering the large percentage of students with ASD in the mid to higher range, this study contributes to the development of evidence-based practices. We interpret the findings as having implications for future research with larger sample sizes and in providing initial guidance on instruction for consideration by practitioners. En ligne : https://doi.org/10.1016/j.rasd.2022.101937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study [texte imprimé] / Michael SOLIS, Auteur ; Colleen K. REUTEBUCH, Auteur ; Sharon VAUGHN, Auteur ; Zaira JIMENEZ, Auteur . - 101937. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 93 (May 2022) . - 101937 Mots-clés : Autism  Reading comprehension  Vocabulary  Experimental study Index. décimale : PER Périodiques Résumé : Background For students with autism spectrum disorder (ASD), improving reading comprehension is critical for increasing both their opportunities for successful postsecondary experiences including attending college and obtaining meaningful employment. The purpose of this pilot study was to investigate the effects of a multicomponent reading intervention on the vocabulary and reading outcomes of middle grade students with ASD. Method We conducted a matched randomized pilot experimental study for students with ASD in grades 3 8 (N = 28) identified by their district personnel as having reading difficulties (i.e., not passing state reading test). An independent researcher matched participants according to symptom severity and reading fluency and then randomly assigned a member of each pair to treatment or comparison condition. Participants in treatment condition were provided 1:1 instruction for 23 30 sessions (M = 27) of 30 min each four to five days per week. Instructional components included (a) vocabulary instruction; (b) fluency with text, and (c) reading comprehension. In this pilot study, data were analyzed using repeated measures multilevel models in HLM 7. Due to the associated low statistical power to detect effects, the small sample size, and the exploratory nature of the study, we selected an alpha level of 0.10. Data were modeled as student-level variables classifying students based on their ASD symptomology from mild (level 1) to severe (level 3). Results The multicomponent intervention was associated with significant gains in WJ-PC scores of 22.62 (se = 8.19, df = 3, p = .070) for students at GARS severity level 1. Significant gains favoring the intervention were also detected on vocabulary score of 10.19 (se = 2.78, df = 3, p = .035) and for students rated at GARS severity level 1 and for students rated at GARS severity level 2 [vocabulary score 5.46 (se = 1.60, df = 3, p = .042)]. Significant effects were not detected for scores on a standardized measure of reading and fluency (TOSREC), and a researcher-developed measure of reading comprehension. Conclusions This pilot study shows enough promise to warrant future studies employing larger sample sizes and fully powered randomized control trial (RCT) studies. Although growth is modest and appears to be limited to participants who are in the mid to higher range of the autism spectrum, considering the large percentage of students with ASD in the mid to higher range, this study contributes to the development of evidence-based practices. We interpret the findings as having implications for future research with larger sample sizes and in providing initial guidance on instruction for consideration by practitioners. En ligne : https://doi.org/10.1016/j.rasd.2022.101937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 20 (December 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16 Titre : A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder Type de document : texte imprimé Auteurs : Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur Article en page(s) : p.1-16 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Choice-making  Intervention  Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder [texte imprimé] / Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur . - p.1-16. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16 Mots-clés : Autism spectrum disorder  Choice-making  Intervention  Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

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