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ERIC Number: EJ969709
Record Type: Journal
Publication Date: 2012-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1088-3576
Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities
Mims, Pamela J.; Hudson, Melissa E.; Browder, Diane M.
Focus on Autism and Other Developmental Disabilities, v27 n2 p67-80 Jun 2012
The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering "Wh" questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed. (Contains 4 tables and 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Vineland Adaptive Behavior Scales