[article] 
inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101529

Titre :	Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur
Article en page(s) :	p.101529
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA
Index. décimale :	PER Périodiques
Résumé :	The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research.
En ligne :	https://doi.org/10.1016/j.rasd.2020.101529
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

[article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529

Mots-clés :	Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA
Index. décimale :	PER Périodiques
Résumé :	The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research.
En ligne :	https://doi.org/10.1016/j.rasd.2020.101529
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421