ERIC Number: ED576646
Record Type: Non-Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Investigating a Reading Comprehension Intervention for High School Students with Autism Spectrum Disorder: A Pilot Study
Reutebuch, Colleen K.; El Zein, Farah; Kyung Kim, Min; Weinberg, Aron N.; Vaughn, Sharon
Grantee Submission, Research in Autism Spectrum Disorders v9 p96-111 2015
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.
Descriptors: Reading Comprehension, Autism, Pervasive Developmental Disorders, Reading Strategies, Cooperative Learning, Program Effectiveness, Reading Instruction, Behavior Modification, High School Students, Focus Groups, Teacher Attitudes, Parent Attitudes, Intervention, Adolescents, Hispanic American Students, Asperger Syndrome, Achievement Tests, Attention Deficit Hyperactivity Disorder, Lesson Plans, Reading Assignments, Check Lists, Diaries, Tests, Interaction, Behavior Problems, Fidelity, Tutoring, Maintenance, Pretests Posttests, Graphs
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas (Austin)
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R324C120006