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ERIC Number: EJ864620
Record Type: Journal
Publication Date: 2009-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1547-0350
Effects of Direct Instruction on the Reading Comprehension of Students with Autism and Developmental Disabilities
Flores, Margaret M.; Ganz, Jennifer B.
Education and Training in Developmental Disabilities, v44 n1 p39-53 Mar 2009
This study investigated effects of a Direct Instruction reading comprehension program implemented with students with autism spectrum disorders (ASD) and developmental disabilities (DD). There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension Direct Instruction (DI). This study extended previous research by investigating the extent to which more complex instruction could be implemented with students with ASD and DD and its effect on their reading comprehension. A multiple probe across behaviors design was used. A functional relation between Direct Instruction and reading comprehension skills and behaviors was demonstrated across all behavioral conditions and across students. Data were also collected using curriculum-based assessments and all student demonstrated improvement. Results and their implications are discussed further. (Contains 1 table and 4 figures.)
Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A