Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.96-111 Titre : Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Min Kyung KIM, Auteur ; Aron N. WEINBERG, Auteur ; Sharon VAUGHN, Auteur Année de publication : 2015 Article en page(s) : p.96-111 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Secondary reading comprehension  Reading intervention Index. décimale : PER Périodiques Résumé : Abstract We adapted and piloted Collaborative Strategic Reading–High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a neurologically typical (neurotypical) reading partner to learn and use reading strategies with informational text two to three times per week. Daily comprehension checks were collected and visually inspected for trends along with data on the number of challenging behaviors and social interactions displayed during intervention. Fidelity of implementation was also measured. Though exploratory, increases in comprehension and interactions were noted along with decreases in challenging behaviors. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Min Kyung KIM, Auteur ; Aron N. WEINBERG, Auteur ; Sharon VAUGHN, Auteur . - 2015 . - p.96-111. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.96-111 Mots-clés : Autism spectrum disorder  Secondary reading comprehension  Reading intervention Index. décimale : PER Périodiques Résumé : Abstract We adapted and piloted Collaborative Strategic Reading–High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a neurologically typical (neurotypical) reading partner to learn and use reading strategies with informational text two to three times per week. Daily comprehension checks were collected and visually inspected for trends along with data on the number of challenging behaviors and social interactions displayed during intervention. Fidelity of implementation was also measured. Though exploratory, increases in comprehension and interactions were noted along with decreases in challenging behaviors. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research / Farah EL ZEIN in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322 Titre : Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research Type de document : Texte imprimé et/ou numérique Auteurs : Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur Article en page(s) : p.1303-1322 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Reading comprehension  Reading intervention  Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research [Texte imprimé et/ou numérique] / Farah EL ZEIN, Auteur ; Michael SOLIS, Auteur ; Sharon VAUGHN, Auteur ; Lisa MCCULLEY, Auteur . - p.1303-1322. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1303-1322 Mots-clés : Autism spectrum disorders  Reading comprehension  Reading intervention  Synthesis Index. décimale : PER Périodiques Résumé : The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. En ligne : http://dx.doi.org/10.1007/s10803-013-1989-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119 Titre : Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur Article en page(s) : p.105-119 Langues : Anglais (eng) Mots-clés : ASD  Feasibility  Academic achievement  Reading comprehension  intervention/treatment  High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur . - p.105-119. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119 Mots-clés : ASD  Feasibility  Academic achievement  Reading comprehension  intervention/treatment  High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 20 (December 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16 Titre : A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur Article en page(s) : p.1-16 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Choice-making  Intervention  Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur . - p.1-16. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16 Mots-clés : Autism spectrum disorder  Choice-making  Intervention  Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review / Sathiyaprakash RAMDOSS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1306-1318 Titre : Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Sathiyaprakash RAMDOSS, Auteur ; Austin MULLOY, Auteur ; Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Farah EL ZEIN, Auteur Année de publication : 2011 Article en page(s) : p.1306-1318 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Computer-based instruction  Literacy Index. décimale : PER Périodiques Résumé : The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Sathiyaprakash RAMDOSS, Auteur ; Austin MULLOY, Auteur ; Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Farah EL ZEIN, Auteur . - 2011 . - p.1306-1318. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1306-1318 Mots-clés : Autism spectrum disorders  Computer-based instruction  Literacy Index. décimale : PER Périodiques Résumé : The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

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