A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder / So Yeon KIM ; Rose A. MASON ; Mandy RISPOLI ; John L. DAVIS ; Catharine LORY ; Emily GREGORI ; Carly A. ROBERTS ; Denise WHITFORD ; Danni WANG in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Titre : A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities Type de document : texte imprimé Auteurs : So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. ROBERTS, Auteur ; Denise WHITFORD, Auteur ; Danni WANG, Auteur Article en page(s) : p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities [texte imprimé] / So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. ROBERTS, Auteur ; Denise WHITFORD, Auteur ; Danni WANG, Auteur . - p.3-14. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 55-12 (December 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-12 (December 2025) . - p.4185-4196 Titre : The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : So Yeon KIM, Auteur ; Mandy RISPOLI, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. ROBERTS, Auteur ; Denise WHITFORD, Auteur ; Danni WANG, Auteur Article en page(s) : p.4185-4196 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of using adapted science eBooks within shared reading on comprehension and task engagement of high school students with autism spectrum disorder (ASD). A grade-level science textbook was selected and converted into an eBook format, incorporating various visual and auditory features (e.g., text-to-speech, summarized sentences, highlighted keywords) and presented on an iPad. The shared reading intervention included before, during, and after reading strategies (i.e., pre-teaching target vocabulary words, sharing information, retelling), with direct instruction on locating literal information. The intervention effects on reading comprehension and task engagement were evaluated using a single-case multiple probe design. The results of this study indicated that all participants demonstrated improvements in reading comprehension. Despite the longer intervention sessions compared to the baseline, all participants exhibited similar or enhanced levels of task engagement during the intervention sessions. The findings of this study provide empirical evidence supporting the use of adapted eBooks within shared reading as a means to increase access to grade-level science texts for high school students with ASD while maintaining a high level of task engagement. This intervention holds promise for improving the learning outcomes for students with ASD in science content area. En ligne : https://doi.org/10.1007/s10803-024-06525-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder [texte imprimé] / So Yeon KIM, Auteur ; Mandy RISPOLI, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. ROBERTS, Auteur ; Denise WHITFORD, Auteur ; Danni WANG, Auteur . - p.4185-4196. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-12 (December 2025) . - p.4185-4196 Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of using adapted science eBooks within shared reading on comprehension and task engagement of high school students with autism spectrum disorder (ASD). A grade-level science textbook was selected and converted into an eBook format, incorporating various visual and auditory features (e.g., text-to-speech, summarized sentences, highlighted keywords) and presented on an iPad. The shared reading intervention included before, during, and after reading strategies (i.e., pre-teaching target vocabulary words, sharing information, retelling), with direct instruction on locating literal information. The intervention effects on reading comprehension and task engagement were evaluated using a single-case multiple probe design. The results of this study indicated that all participants demonstrated improvements in reading comprehension. Despite the longer intervention sessions compared to the baseline, all participants exhibited similar or enhanced levels of task engagement during the intervention sessions. The findings of this study provide empirical evidence supporting the use of adapted eBooks within shared reading as a means to increase access to grade-level science texts for high school students with ASD while maintaining a high level of task engagement. This intervention holds promise for improving the learning outcomes for students with ASD in science content area. En ligne : https://doi.org/10.1007/s10803-024-06525-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

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