[article] 
inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159

Titre :	Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur
Article en page(s) :	p.150-159
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed.
En ligne :	https://doi.org/10.1177/1088357617735815
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

[article] Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas [Texte imprimé et/ou numérique] / Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.150-159.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159

Index. décimale :	PER Périodiques
Résumé :	As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed.
En ligne :	https://doi.org/10.1177/1088357617735815
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367