Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder / R. B. DRILL in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.1-15 Titre : Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. B. DRILL, Auteur ; Scott BELLINI, Auteur Article en page(s) : p.1-15 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Learning  Narration  Reading  Asd  Autism  Narrative reading comprehension intervention  Readers Theater  Self-modeling  Story mapping  Video Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04908-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. B. DRILL, Auteur ; Scott BELLINI, Auteur . - p.1-15. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.1-15 Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Learning  Narration  Reading  Asd  Autism  Narrative reading comprehension intervention  Readers Theater  Self-modeling  Story mapping  Video Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04908-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

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