Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences / Jennifer KOUO in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.148-155 Titre : Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KOUO, Auteur ; Courtney VISCO, Auteur Article en page(s) : p.148-155 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  educational evidence-based practices  literacy Index. décimale : PER Périodiques Résumé : Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills. En ligne : http://dx.doi.org/10.1177/10883576211012597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences [Texte imprimé et/ou numérique] / Jennifer KOUO, Auteur ; Courtney VISCO, Auteur . - p.148-155. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.148-155 Mots-clés : autism spectrum disorders  educational evidence-based practices  literacy Index. décimale : PER Périodiques Résumé : Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills. En ligne : http://dx.doi.org/10.1177/10883576211012597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

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