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Phalen LA, Chezan LC. Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder. J Autism Dev Disord 2023; 53:50-65. [PMID: 34982324 DOI: 10.1007/s10803-021-05416-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/20/2021] [Indexed: 02/03/2023]
Abstract
Our purpose in this study was to examine the effects of an intervention package consisting of shared book reading and an adapted question-answer relationship (QAR) strategy comprised of visual supports and think-aloud scripts on listening comprehension in four preschool children with autism spectrum disorder (ASD). We used a single-subject concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package on producing acquisition and maintenance of listening comprehension across four types of comprehension questions. Visual analysis and Tau-U effect size indicated that the intervention package was effective in producing acquisition and maintenance of listening comprehension in preschool children with ASD. Directions for future research and clinical implications for early education practice are discussed.
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Affiliation(s)
- Lisa A Phalen
- Department of Communication Disorders and Special Education, Old Dominion University, 237 Lion's Child Study Center, Norfolk, VA, 23529, USA.
| | - Laura C Chezan
- Department of Communication Disorders and Special Education, Old Dominion University, 110 Lion's Child Study Center, Norfolk, VA, 23529, USA
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2
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Coburn KL, Kurtz MR, Rivera D, Kana RK. Behavioral and neurobiological evidence for the effects of reading interventions on autistic children: A systematic review. Neurosci Biobehav Rev 2022; 139:104748. [PMID: 35728668 DOI: 10.1016/j.neubiorev.2022.104748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 05/11/2022] [Accepted: 06/15/2022] [Indexed: 10/18/2022]
Abstract
This study systematically reviewed the literature on reading interventions for autistic children. Peer-reviewed articles that reported behavioral and/or neurobiological effects of reading intervention were identified in five online databases. After screening, 15 studies met the inclusion criteria for this review. These studies focus on interventions targeted towards improving specific reading skills: comprehension, vocabulary, fluency, and phonological awareness. Studied interventions included interactive and shared reading, visualization strategies, vocabulary and main idea instruction, video modeling, and interventions supported by tablet-based technology. Overall, the studies identified in this review reported improvements to each of the targeted reading skills and changes to neural activation and connectivity. In addition, changes at the brain level were associated with improvements in reading. Specifically, frontal, temporal, and occipital regions associated with visual and language processing showed increased activation and functional connectivity following intervention. This review provides important insights into the landscape of reading intervention studies in autism and into the neurobiological underpinnings of reading skills and how interventions affect those processes.
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Affiliation(s)
- Kelly L Coburn
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - McKayla R Kurtz
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - Daphne Rivera
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA
| | - Rajesh K Kana
- Department of Psychology, Center for Innovative Research in Autism, The University of Alabama, 348 Gordon Palmer Hall, Tuscaloosa, AL 35487, USA.
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3
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Bailey B, Sellwood D, Rillotta F, Raghavendra P, Arciuli J. A trial of online ABRACADABRA literacy instruction with supplementary parent-led shared book reading for children with autism. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 124:104198. [PMID: 35231721 PMCID: PMC9482337 DOI: 10.1016/j.ridd.2022.104198] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 02/06/2022] [Accepted: 02/09/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND/AIMS The COVID-19 pandemic has highlighted the need for accessible support for children with developmental disabilities. This study explored online literacy instruction with supplementary parent-led shared book reading (SBR) for children with autism. METHODS Twenty-one children with autism (5-12 years) completed a battery of assessments (T1) before being assigned to ability matched Instruction (n = 10) and Control groups (n = 11). Instruction group participants completed 16 h of ABRACADABRA instruction working with a researcher 1:1 online and SBR activities at home with a parent over 8 weeks. All participants were reassessed after the instruction period (T2) and parents of children in the Instruction group were interviewed regarding their views and experiences. RESULTS Quantitative analyses showed no significant improvements in reading for Instruction group children relative to Control group children. However, each child successfully participated in 16 online instruction sessions and qualitative data revealed that parents were generally positive about the program, with some observing improvements in their child's literacy skills and reading confidence. CONCLUSIONS AND IMPLICATIONS While it appears children with autism can participate in online literacy instruction, sixteen hours of online ABRACADABRA instruction with parent-led SBR may not be effective in improving their reading skills. Further research is required to explore whether more intensive and/or extended online instruction may be feasible and effective, and to improve uptake of parent-led book reading activities at home.
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Affiliation(s)
- Benjamin Bailey
- Caring Futures Institute and College of Nursing and Health Sciences, Flinders University, Australia
| | - Darryl Sellwood
- Caring Futures Institute and College of Nursing and Health Sciences, Flinders University, Australia
| | - Fiona Rillotta
- Caring Futures Institute and College of Nursing and Health Sciences, Flinders University, Australia
| | - Pammi Raghavendra
- Caring Futures Institute and College of Nursing and Health Sciences, Flinders University, Australia
| | - Joanne Arciuli
- Caring Futures Institute and College of Nursing and Health Sciences, Flinders University, Australia.
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4
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Solis M, Reutebuch CK, Falcomata T, Jimenez Z, Cravalho D. Reading Intervention for Students with ASD in the Middle Grades: An Alternating Treatment Study of Embedded Interests Reading and Expository Text Conditions. Dev Neurorehabil 2022; 25:45-58. [PMID: 34154495 DOI: 10.1080/17518423.2021.1942279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AIM We conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions. METHOD We conducted a researcher-implemented study in a public school (Study 1) and a teacher-implemented study in a specialized private charter school for children with ASD (Study 2). In each study, we compared a typical intervention approach with interest-based text intervention that included reading on each child's interest area. The treatment included systematic vocabulary instruction and main-summarization strategy instruction. RESULTS Findings from Study One showed consistent increases in comprehension and vocabulary outcomes compared to baseline. In Study Two the baselines phases were unstable with small differences in mean scores detected for vocabulary during the intervention phase favoring the interest-based treatment for three of four participants. CONCLUSION The results across studies were mixed indicating the importance of taking into account contextual factors including student characteristics and learning environment.
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Affiliation(s)
- Michael Solis
- University of California Riverside, Riverside, United States
| | | | | | - Zaira Jimenez
- University of California Riverside, Riverside, United States
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5
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Bailey B, Arciuli J. Literacy instruction for autistic children who speak languages other than English. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:389-405. [PMID: 34233507 DOI: 10.1177/13623613211025422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy.
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Marshall B, Myers C. Does Embedding Restricted Interests of Students with Autism in Text Improve Reading Comprehension? Dev Neurorehabil 2021; 24:347-354. [PMID: 33719840 DOI: 10.1080/17518423.2021.1898486] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Reading comprehension deficits are common for students with Autism Spectrum Disorder (ASD) but there are few studies that have examined specific strategies for teaching reading comprehension to this population. The current study investigated the effect of embedding the restricted interests (RI) of two high school students with ASD in text on reading comprehension performance using a single-subject, multi-element research design. Neither participant showed an increase in the number of relevant words shared during oral retell and only one participant showed an increase in the percent of correctly answered reading comprehension questions. Embedding the RI in text more frequently did not impact reading comprehension performance. The results indicate there are potential variables that may limit the effect of embedding the RI of students with ASD in text on reading comprehension.
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Affiliation(s)
| | - Carl Myers
- Western Kentucky University, KY, Bowling Green, USA
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Arciuli J, Bailey B. The Promise of Comprehensive Early Reading Instruction for Children With Autism and Recommendations for Future Directions. Lang Speech Hear Serv Sch 2021; 52:225-238. [DOI: 10.1044/2020_lshss-20-00019] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction.
Method
Here, we provide an overview of some of the factors that impact early reading development for children with autism and a rationale for the provision of comprehensive early reading instruction consistent with the recommendations of the National Reading Panel (NRP). We discuss research on NRP instruction for children with autism, including some of our own empirical studies. We also discuss some areas of research that were not emphasized by the NRP but that we view as important. We offer recommendations that extend beyond NRP guidelines in order to advance knowledge and improve practice.
Conclusions
Comprehensive early reading instruction holds great promise for children with autism, but there are gaps in our understanding that need to be addressed. These include the most effective method(s) for tailoring reading instruction to the needs of the individual while optimizing delivery to small groups of children, supporting skills and making other accommodations not outlined by the NRP, and consideration of bilingualism and of reading instruction in languages other than English, among other issues. While our focus in this review article is early reading instruction for children with autism who use oral language, we acknowledge that there is a major gap in the literature concerning reading instruction for those who do not use oral language. We hope that this review article will be helpful to clinicians, educators, and researchers alike, as well as children with autism and their families, friends, and support networks.
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Affiliation(s)
- Joanne Arciuli
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, South Australia, Australia
| | - Benjamin Bailey
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, South Australia, Australia
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8
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Sparapani N, Solari E, Towers L, McIntyre N, Henry A, Zajic M. Secondary Analysis of Reading-Based Activities Utilizing a Scripted Language Approach: Evaluating Interactions Between Students With Autism and Their Interventionists. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3130-3154. [PMID: 32857639 DOI: 10.1044/2020_jslhr-19-00146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Students with autism spectrum disorder (ASD) often exhibit challenges with reading development. Evidence-based interventions and specialized approaches to reading instruction are currently being implemented across educational contexts for learners with ASD (Machalicek et al., 2008), yet there is limited understanding of how core ASD features may impact effective delivery of instruction and student participation. We begin to address this need by evaluating the reciprocity between instructional talk and student participation within a reading intervention utilizing a scripted language approach that was being piloted on students with ASD. Method This study used archival video-recorded observations from the beginning of a reading intervention to examine the interactions between 20 students (18 boys, two girls) with ASD (7-11 years old, M = 9.10, SD = 1.74) and their interventionists (n = 7). Lag sequential analysis was used to examine the frequency of student initiations and responses following the interventionists' use of responsive, open-ended, closed-ended, and directive language. Results Findings describe the types of and illustrate the variability in interactions between students and their interventionists, as well as highlight language categories that are linked to student participation. Conclusions These data provide a snapshot of the nature and quality of interactions between students with ASD and their interventionists. Findings suggest that delivery of instruction, including the language that interventionists use, may be an important area of focus when evaluating the effectiveness of reading-based practices across educational settings for learners with ASD, even within the confines of highly structured interventions.
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Affiliation(s)
- Nicole Sparapani
- University of California, Davis, School of Education
- University of California, Davis, MIND Institute
| | - Emily Solari
- Curry School of Education and Human Development, University of Virginia, Charlottesville
| | - Laurel Towers
- University of California, Davis, School of Education
- University of California, Davis, MIND Institute
| | - Nancy McIntyre
- Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill
| | - Alyssa Henry
- Curry School of Education and Human Development, University of Virginia, Charlottesville
| | - Matthew Zajic
- Curry School of Education and Human Development, University of Virginia, Charlottesville
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9
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Reading Comprehension and Autism Spectrum Disorder: a Systematic Review of Interventions Involving Single-Case Experimental Designs. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00200-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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10
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Bailey B, Arciuli J. Reading Instruction for Children with Autism Spectrum Disorders: A Systematic Review and Quality Analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2019. [DOI: 10.1007/s40489-019-00185-8] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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11
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Measuring the Academic Outcomes of iPads for Students with Autism: a Meta-Analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2019. [DOI: 10.1007/s40489-019-00165-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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12
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Allor JH, Gifford DB, Jones FG, Otaiba SA, Yovanoff P, Ortiz MB, Cheatham JP. The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2018; 123:474-494. [PMID: 30198763 DOI: 10.1352/1944-7558-123.5.474] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The purpose of this study was to examine the promise and feasibility of a newly developed curriculum to teach early literacy skills to students with intellectual disability (ID) and students with low IQs. The curriculum texts were written to include familiar settings, high frequency words, natural syntax, and cumulative practice. A single-case design was used with multiple baseline across levels of instruction and included eight participants who had IQs spanning from 40 to 63. The study was conducted across one academic year in two private schools for students with special needs. Results showed that all eight students demonstrated significant growth on proximal measures of taught words, as well as growth on at least some curriculum-based distal measures. Additionally, the program was demonstrated to be feasible; the teachers implemented the intervention with high degrees of fidelity and expressed satisfaction with the effectiveness and practicality of the program.
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Affiliation(s)
- Jill H Allor
- Jill H. Allor, Diane B. Gifford, Francesca G. Jones, Stephanie Al Otaiba, Paul Yovanoff, Miriam B. Ortiz, and Jennifer P. Cheatham, Southern Methodist University
| | - Diane B Gifford
- Jill H. Allor, Diane B. Gifford, Francesca G. Jones, Stephanie Al Otaiba, Paul Yovanoff, Miriam B. Ortiz, and Jennifer P. Cheatham, Southern Methodist University
| | - Francesca G Jones
- Jill H. Allor, Diane B. Gifford, Francesca G. Jones, Stephanie Al Otaiba, Paul Yovanoff, Miriam B. Ortiz, and Jennifer P. Cheatham, Southern Methodist University
| | - Stephanie Al Otaiba
- Jill H. Allor, Diane B. Gifford, Francesca G. Jones, Stephanie Al Otaiba, Paul Yovanoff, Miriam B. Ortiz, and Jennifer P. Cheatham, Southern Methodist University
| | - Paul Yovanoff
- Jill H. Allor, Diane B. Gifford, Francesca G. Jones, Stephanie Al Otaiba, Paul Yovanoff, Miriam B. Ortiz, and Jennifer P. Cheatham, Southern Methodist University
| | - Miriam B Ortiz
- Jill H. Allor, Diane B. Gifford, Francesca G. Jones, Stephanie Al Otaiba, Paul Yovanoff, Miriam B. Ortiz, and Jennifer P. Cheatham, Southern Methodist University
| | - Jennifer P Cheatham
- Jill H. Allor, Diane B. Gifford, Francesca G. Jones, Stephanie Al Otaiba, Paul Yovanoff, Miriam B. Ortiz, and Jennifer P. Cheatham, Southern Methodist University
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13
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Alresheed F, Machalicek W, Sanford A, Bano C. Academic and Related Skills Interventions for Autism: a 20-Year Systematic Review of Single-Case Research. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2018. [DOI: 10.1007/s40489-018-0141-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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14
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McIntyre NS, Solari EJ, Gonzales JE, Solomon M, Lerro LE, Novotny S, Oswald TM, Mundy PC. The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder. J Autism Dev Disord 2018. [PMID: 28624962 DOI: 10.1007/s10803-017-3209-y] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n = 81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n = 39), or typical development (TD; n = 44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills.
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Affiliation(s)
| | - Emily J Solari
- School of Education, University of California, Davis, USA
| | - Joseph E Gonzales
- Department of Psychology, University of California, Davis, USA.,Department of Psychology, University of Massachusetts, Lowell, USA
| | - Marjorie Solomon
- Department of Psychiatry and Behavioral Sciences, MIND Institute, Imaging Research Center, University of California, Davis, USA
| | | | - Stephanie Novotny
- Department of Human Ecology, University of California, Davis, USA.,Olin Neuropsychiatry Research Center, Institute of Living, Hartford, CT, USA
| | - Tasha M Oswald
- Department of Psychiatry and Behavioral Sciences, MIND Institute, Imaging Research Center, University of California, Davis, USA
| | - Peter C Mundy
- School of Education, University of California, Davis, USA.,Department of Psychiatry and Behavioral Sciences, MIND Institute, Imaging Research Center, University of California, Davis, USA
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15
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Accardo AL, Finnegan EG. Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 23:236-246. [PMID: 29160095 DOI: 10.1177/1362361317730744] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.
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16
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Serret S, Hun S, Thümmler S, Pierron P, Santos A, Bourgeois J, Askenazy F. Teaching Literacy Skills to French Minimally Verbal School-Aged Children with Autism Spectrum Disorders with the Serious Game SEMA-TIC: An Exploratory Study. Front Psychol 2017; 8:1523. [PMID: 28928701 PMCID: PMC5591836 DOI: 10.3389/fpsyg.2017.01523] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2017] [Accepted: 08/22/2017] [Indexed: 12/31/2022] Open
Abstract
Learning to read is very challenging for children with Autism Spectrum Disorders (ASD), but also very important, as it can give them access to new knowledge. This is even more challenging in minimally verbal children, who do not have the verbal abilities to learn through usual methods. To address the learning of literacy skills in French minimally verbal school-aged children with ASD, we designed the serious game SEMA-TIC, which relies on non-verbal cognitive skills and uses specific learning strategies adapted to the features of autistic individuals. This study investigated the usability of SEMA-TIC (in terms of adaptability, efficiency, and effectiveness) for the acquisition of literacy skills in French minimally verbal school-aged children with ASD. Twenty-five children with ASD and no functional language participated in the study. Children in the training group received the SEMA-TIC training over 23 weeks (on average), while no intervention was provided to children in the non-training group. Results indicated that SEMA-TIC presents a suitable usability, as all participants were able to play (adaptability), to complete the training (efficiency) and to acquire significant literacy skills (effectiveness). Indeed, the literacy skills in the training group significantly improved after the training, as measured by specific experimental tasks (alphabet knowledge, word reading, word-non-word discrimination, sentence reading and word segmentation; all p ≤ 0.001) compared to the non-training group. More importantly, 3 out of 12 children of the training group could be considered as word decoders at the end of the intervention, whereas no children of the non-training group became able to decode words efficiently. The present study thus brings preliminary evidence that French minimally verbal school-aged children with ASD are able to learn literacy skills through SEMA-TIC, a specific computerized intervention consisting in a serious game based on non-verbal cognitive skills.
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Affiliation(s)
- Sylvie Serret
- Autism Resources Center, Lenval Foundation, Child and Adolescent Psychiatry Department, Children's Hospitals of Nice CHU-LenvalNice, France.,EA 7276 CoBTeK - Cognition Behaviour Technology, University of Nice Sophia-Antipolis, Claude Pompidou Institute, Edmond and Lily Safra CenterNice, France
| | - Stéphanie Hun
- Autism Resources Center, Lenval Foundation, Child and Adolescent Psychiatry Department, Children's Hospitals of Nice CHU-LenvalNice, France.,EA 7276 CoBTeK - Cognition Behaviour Technology, University of Nice Sophia-Antipolis, Claude Pompidou Institute, Edmond and Lily Safra CenterNice, France
| | - Susanne Thümmler
- Autism Resources Center, Lenval Foundation, Child and Adolescent Psychiatry Department, Children's Hospitals of Nice CHU-LenvalNice, France.,EA 7276 CoBTeK - Cognition Behaviour Technology, University of Nice Sophia-Antipolis, Claude Pompidou Institute, Edmond and Lily Safra CenterNice, France
| | - Prescillia Pierron
- Autism Resources Center, Lenval Foundation, Child and Adolescent Psychiatry Department, Children's Hospitals of Nice CHU-LenvalNice, France
| | - Andreia Santos
- Autism Resources Center, Lenval Foundation, Child and Adolescent Psychiatry Department, Children's Hospitals of Nice CHU-LenvalNice, France
| | - Jérémy Bourgeois
- Autism Resources Center, Lenval Foundation, Child and Adolescent Psychiatry Department, Children's Hospitals of Nice CHU-LenvalNice, France.,EA 7276 CoBTeK - Cognition Behaviour Technology, University of Nice Sophia-Antipolis, Claude Pompidou Institute, Edmond and Lily Safra CenterNice, France
| | - Florence Askenazy
- EA 7276 CoBTeK - Cognition Behaviour Technology, University of Nice Sophia-Antipolis, Claude Pompidou Institute, Edmond and Lily Safra CenterNice, France.,Child and Adolescent Psychiatry Department, Children's Hospitals of Nice CHU-LenvalNice, France
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17
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Lemons CJ, Otaiba SA, Conway SJ, Mellado De La Cruz V. Improving Professional Development to Enhance Reading Outcomes for Students in Special Education. New Dir Child Adolesc Dev 2016; 2016:87-104. [PMID: 27922218 DOI: 10.1002/cad.20177] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided.
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18
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Tyler EJ, Hughes JC, Wilson MM, Beverley M, Hastings RP, Williams BM. Teaching Early Reading Skills to Children with Intellectual and Developmental Disabilities Using Computer-Delivered Instruction: A Pilot Study. ACTA ACUST UNITED AC 2015. [DOI: 10.9782/2159-4341-18.1.1] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Abstract
Many children with Intellectual and Developmental Disabilities (IDD) have considerable difficulty learning basic reading skills. Increasing evidence suggests individuals with IDD may benefit from instruction incorporating components of reading found to be effective for typically developing children. However, little research into reading instruction for children with IDD has incorporated these components. There is evidence for the efficacy of Headsprout® Early Reading program for typically developing children, and emerging evidence suggesting that children with autism can benefit from the program. The current study investigated the accessibility of Headsprout® Early Reading for children with IDD, and whether there were any measurable effects of the program on important early reading and language skills. Six children aged between 7 and 14 years with mild to moderate IDD completed the program, and all made measurable improvements across reading measures, demonstrating children with mild to moderate IDD can access (i.e., progress through and benefit from) the program.
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Affiliation(s)
| | | | | | | | - Richard P. Hastings
- Centre for Educational Development Appraisal and Research,, University of Warwick, England
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19
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A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder. J Autism Dev Disord 2014; 45:1213-29. [DOI: 10.1007/s10803-014-2280-x] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Plavnick JB, Marchand-Martella NE, Martella RC, Thompson JL, Wood AL. A Review of Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2014. [DOI: 10.1007/s40489-014-0036-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Davidson MM, Ellis Weismer S. Characterization and prediction of early reading abilities in children on the autism spectrum. J Autism Dev Disord 2014; 44:828-45. [PMID: 24022730 PMCID: PMC3880397 DOI: 10.1007/s10803-013-1936-2] [Citation(s) in RCA: 65] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62% of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD.
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Affiliation(s)
- Meghan M Davidson
- Department of Communication Sciences & Disorders/Waisman Center, University of Wisconsin-Madison, Goodnight Hall, 1975 Willow Dr., Madison, WI, 53706, USA,
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Arciuli J, Stevens K, Trembath D, Simpson IC. The relationship between parent report of adaptive behavior and direct assessment of reading ability in children with autism spectrum disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2013; 56:1837-1844. [PMID: 23926295 DOI: 10.1044/1092-4388(2013/12-0034)] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE This study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children. METHOD The authors investigated children's reading ability using the Wide Range Achievement Test—Fourth Edition (Wilkinson & Robertson, 2006) and the Neale Analysis of Reading Ability—Third Edition (Neale, 2007). Parent report data was collected using the Vineland Adaptive Behavior Scales—Second Edition (Sparrow, Cicchetti, & Balla, 2005). Participants were 21 children with ASD (6-11 years) and their primary caregivers. RESULTS Direct assessment of children's reading ability showed that some children with ASD have difficulty learning to read and exhibit particular weaknesses in comprehension. The results revealed positive relationships between Vineland Adaptive Behavior Scales scores in the Adaptive Communication domain and direct assessment of children's reading ability across 3 measures of reading (word-level accuracy, passage-level accuracy, and passage-level comprehension). CONCLUSIONS Although literacy levels vary among children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children's reading ability.
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El Zein F, Solis M, Vaughn S, McCulley L. Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research. J Autism Dev Disord 2013; 44:1303-22. [DOI: 10.1007/s10803-013-1989-2] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Current World Literature. Curr Opin Neurol 2011; 24:183-90. [DOI: 10.1097/wco.0b013e32834585ec] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base. J Autism Dev Disord 2010; 41:1411-22. [DOI: 10.1007/s10803-010-1165-x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Randi J, Newman T, Grigorenko EL. Teaching children with autism to read for meaning: challenges and possibilities. J Autism Dev Disord 2010; 40:890-902. [PMID: 20101452 DOI: 10.1007/s10803-010-0938-6] [Citation(s) in RCA: 101] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The purpose of this literature review is to examine what makes reading for understanding especially challenging for children on the autism spectrum, most of whom are skilled at decoding and less skilled at comprehension. This paper first summarizes the research on reading comprehension with a focus on the cognitive skills and processes that are involved in gaining meaning from text and then reviews studies of reading comprehension deficits in children on the spectrum. The paper concludes with a review of reading comprehension interventions for children on the spectrum. These children can especially benefit from interventions addressing particular cognitive processes, such as locating antecedent events, generating and answering questions, locating referents, and rereading to repair understanding.
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Affiliation(s)
- Judi Randi
- University of New Haven, West Haven, CT, USA
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