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Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily C. SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)
[article]
Titre : Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.101529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Text comprehension Self-directed video Academic instruction Elementary school ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529[article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529
Mots-clés : Autism spectrum disorder Text comprehension Self-directed video Academic instruction Elementary school ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype / Rebecca LUCAS in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
[article]
Titre : Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca LUCAS, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.2756-2768 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language impairment Sentence processing Text comprehension Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have reading comprehension difficulties, but the level of processing at which comprehension is most vulnerable and the influence of language phenotype on comprehension skill is currently unclear. We explored comprehension at sentence and passage levels across language phenotypes. Children with ASD and age-appropriate language skills (n = 25) demonstrated similar syntactic and semantic facilitation to typically developing peers. In contrast, few children with ASD and language impairments (n = 25) could read beyond the single word level. Those who could read sentences benefited from semantic coherence, but were less sensitive to syntactic coherence. At the passage level, the strongest predictor of comprehension was vocabulary knowledge. This emphasizes that the intimate relationship between language competence and both decoding skill and comprehension is evident at the sentence, as well as the passage level, for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2133-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2756-2768[article] Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype [Texte imprimé et/ou numérique] / Rebecca LUCAS, Auteur ; Courtenay F. NORBURY, Auteur . - p.2756-2768.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2756-2768
Mots-clés : Autism spectrum disorder Language impairment Sentence processing Text comprehension Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) have reading comprehension difficulties, but the level of processing at which comprehension is most vulnerable and the influence of language phenotype on comprehension skill is currently unclear. We explored comprehension at sentence and passage levels across language phenotypes. Children with ASD and age-appropriate language skills (n = 25) demonstrated similar syntactic and semantic facilitation to typically developing peers. In contrast, few children with ASD and language impairments (n = 25) could read beyond the single word level. Those who could read sentences benefited from semantic coherence, but were less sensitive to syntactic coherence. At the passage level, the strongest predictor of comprehension was vocabulary knowledge. This emphasizes that the intimate relationship between language competence and both decoding skill and comprehension is evident at the sentence, as well as the passage level, for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2133-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Eye movements during processing of text requiring bridging inferences in adolescents with higher functioning autism spectrum disorders: A preliminary investigation / Frank J. SANSOSTI in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : Eye movements during processing of text requiring bridging inferences in adolescents with higher functioning autism spectrum disorders: A preliminary investigation Type de document : Texte imprimé et/ou numérique Auteurs : Frank J. SANSOSTI, Auteur ; Christopher WAS, Auteur ; Katherine A. RAWSON, Auteur ; Brittany L. REMAKLUS, Auteur Article en page(s) : p.1535-1542 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Eye-tracking Eye-movements Bridging inferences Text comprehension Index. décimale : PER Périodiques Résumé : Abstract In this study, 18 children with higher functioning autism (HFASD) and 16 controls read short, two-sentence passages that necessitated a bridging inference for comprehension and responded to a general knowledge question that was either primed or unprimed by the inference. We measured mean reading times and correct responses to knowledge questions, as well as recorded the eye-movements of the participants while reading. Analysis of reaction times to general knowledge questions were faster for questions in relevant context as compared to those in irrelevant contexts, suggesting that children with HFASD were able to build the bridging inferences necessary for comprehension. Eye-movement data revealed that children with HFASD spent more time fixating on text, made more fixations overall, and made more regressions (i.e., moving backward within the text) while reading than did controls. Implications of these findings and suggestions for future research are offered. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1535-1542[article] Eye movements during processing of text requiring bridging inferences in adolescents with higher functioning autism spectrum disorders: A preliminary investigation [Texte imprimé et/ou numérique] / Frank J. SANSOSTI, Auteur ; Christopher WAS, Auteur ; Katherine A. RAWSON, Auteur ; Brittany L. REMAKLUS, Auteur . - p.1535-1542.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1535-1542
Mots-clés : Autism spectrum disorders Eye-tracking Eye-movements Bridging inferences Text comprehension Index. décimale : PER Périodiques Résumé : Abstract In this study, 18 children with higher functioning autism (HFASD) and 16 controls read short, two-sentence passages that necessitated a bridging inference for comprehension and responded to a general knowledge question that was either primed or unprimed by the inference. We measured mean reading times and correct responses to knowledge questions, as well as recorded the eye-movements of the participants while reading. Analysis of reaction times to general knowledge questions were faster for questions in relevant context as compared to those in irrelevant contexts, suggesting that children with HFASD were able to build the bridging inferences necessary for comprehension. Eye-movement data revealed that children with HFASD spent more time fixating on text, made more fixations overall, and made more regressions (i.e., moving backward within the text) while reading than did controls. Implications of these findings and suggestions for future research are offered. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219