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 / Michael SOLIS in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299 Titre : Reading Comprehension Interventions for Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.284-299 Langues : Anglais (eng) Mots-clés : autism  reading comprehension  behavior  intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Reading Comprehension Interventions for Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur . - p.284-299. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299 Mots-clés : autism  reading comprehension  behavior  intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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 enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study / Michael SOLIS in Research in Autism Spectrum Disorders, 93 (May 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 93 (May 2022) . - 101937 Titre : Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study Type de document : Texte imprimé et/ou numérique Auteurs : Michael SOLIS, Auteur ; Colleen REUTEBUCH, Auteur ; Sharon VAUGHN, Auteur ; Zaira JIMENEZ, Auteur Article en page(s) : 101937 Langues : Anglais (eng) Mots-clés : Autism  Reading comprehension  Vocabulary  Experimental study Index. décimale : PER Périodiques Résumé : Background For students with autism spectrum disorder (ASD), improving reading comprehension is critical for increasing both their opportunities for successful postsecondary experiences including attending college and obtaining meaningful employment. The purpose of this pilot study was to investigate the effects of a multicomponent reading intervention on the vocabulary and reading outcomes of middle grade students with ASD. Method We conducted a matched randomized pilot experimental study for students with ASD in grades 3?8 (N = 28) identified by their district personnel as having reading difficulties (i.e., not passing state reading test). An independent researcher matched participants according to symptom severity and reading fluency and then randomly assigned a member of each pair to treatment or comparison condition. Participants in treatment condition were provided 1:1 instruction for 23?30 sessions (M = 27) of 30 min each four to five days per week. Instructional components included (a) vocabulary instruction; (b) fluency with text, and (c) reading comprehension. In this pilot study, data were analyzed using repeated measures multilevel models in HLM 7. Due to the associated low statistical power to detect effects, the small sample size, and the exploratory nature of the study, we selected an alpha level of 0.10. Data were modeled as student-level variables classifying students based on their ASD symptomology from mild (level 1) to severe (level 3). Results The multicomponent intervention was associated with significant gains in WJ-PC scores of 22.62 (se = 8.19, df = 3, p = .070) for students at GARS severity level 1. Significant gains favoring the intervention were also detected on vocabulary score of 10.19 (se = 2.78, df = 3, p = .035) and for students rated at GARS severity level 1 and for students rated at GARS severity level 2 [vocabulary score 5.46 (se = 1.60, df = 3, p = .042)]. Significant effects were not detected for scores on a standardized measure of reading and fluency (TOSREC), and a researcher-developed measure of reading comprehension. Conclusions This pilot study shows enough promise to warrant future studies employing larger sample sizes and fully powered randomized control trial (RCT) studies. Although growth is modest and appears to be limited to participants who are in the mid to higher range of the autism spectrum, considering the large percentage of students with ASD in the mid to higher range, this study contributes to the development of evidence-based practices. We interpret the findings as having implications for future research with larger sample sizes and in providing initial guidance on instruction for consideration by practitioners. En ligne : https://doi.org/10.1016/j.rasd.2022.101937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study [Texte imprimé et/ou numérique] / Michael SOLIS, Auteur ; Colleen REUTEBUCH, Auteur ; Sharon VAUGHN, Auteur ; Zaira JIMENEZ, Auteur . - 101937. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 93 (May 2022) . - 101937 Mots-clés : Autism  Reading comprehension  Vocabulary  Experimental study Index. décimale : PER Périodiques Résumé : Background For students with autism spectrum disorder (ASD), improving reading comprehension is critical for increasing both their opportunities for successful postsecondary experiences including attending college and obtaining meaningful employment. The purpose of this pilot study was to investigate the effects of a multicomponent reading intervention on the vocabulary and reading outcomes of middle grade students with ASD. Method We conducted a matched randomized pilot experimental study for students with ASD in grades 3?8 (N = 28) identified by their district personnel as having reading difficulties (i.e., not passing state reading test). An independent researcher matched participants according to symptom severity and reading fluency and then randomly assigned a member of each pair to treatment or comparison condition. Participants in treatment condition were provided 1:1 instruction for 23?30 sessions (M = 27) of 30 min each four to five days per week. Instructional components included (a) vocabulary instruction; (b) fluency with text, and (c) reading comprehension. In this pilot study, data were analyzed using repeated measures multilevel models in HLM 7. Due to the associated low statistical power to detect effects, the small sample size, and the exploratory nature of the study, we selected an alpha level of 0.10. Data were modeled as student-level variables classifying students based on their ASD symptomology from mild (level 1) to severe (level 3). Results The multicomponent intervention was associated with significant gains in WJ-PC scores of 22.62 (se = 8.19, df = 3, p = .070) for students at GARS severity level 1. Significant gains favoring the intervention were also detected on vocabulary score of 10.19 (se = 2.78, df = 3, p = .035) and for students rated at GARS severity level 1 and for students rated at GARS severity level 2 [vocabulary score 5.46 (se = 1.60, df = 3, p = .042)]. Significant effects were not detected for scores on a standardized measure of reading and fluency (TOSREC), and a researcher-developed measure of reading comprehension. Conclusions This pilot study shows enough promise to warrant future studies employing larger sample sizes and fully powered randomized control trial (RCT) studies. Although growth is modest and appears to be limited to participants who are in the mid to higher range of the autism spectrum, considering the large percentage of students with ASD in the mid to higher range, this study contributes to the development of evidence-based practices. We interpret the findings as having implications for future research with larger sample sizes and in providing initial guidance on instruction for consideration by practitioners. En ligne : https://doi.org/10.1016/j.rasd.2022.101937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

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