Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with High-Functioning Autism

Autor/in	Schatz, Rochelle B.
Titel	Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with High-Functioning Autism
Quelle	(2017), (178 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-6976-1
Schlagwörter	Hochschulschrift; Dissertation; Autism; Pervasive Developmental Disorders; Perspective Taking; Interaction; Academic Achievement; Emotional Development; Behavior; Intervention; Theater Arts; Teaching Methods; Story Telling; Video Technology; Modeling (Psychology); Grade 6; Grade 7; Grade 8; Reading Comprehension; Student Attitudes; Parent Attitudes; Program Effectiveness; Reading Fluency; Reading Instruction; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Zukunftsperspektive; Interaktion; Schulleistung; Gefühlsbildung; Theaterwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Modeling; Modelling; Modellierung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseverstehen; Schülerverhalten; Elternverhalten; Leseunterricht
Abstract	Individuals with High-Functioning Autism Spectrum Disorder (HFA) demonstrate atypical development resulting in significant deficits in the areas of perspective-taking and observational learning. These deficits lead to challenges in social interactions and academic performance. In particular, children with HFA tend to struggle with comprehending narrative texts as this skill depends heavily on understanding the feelings, emotions, behaviors, and thoughts of others. Therefore, it is beneficial for children with HFA to receive intervention specifically targeting these over-arching deficits. However, the current literature provides limited information on the most effective ways to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with HFA. Three participants in grades 6-8, who are currently identified under the special education eligibility category of having an Autism Spectrum Disorder, participated in the study. A multiple-baseline across participants and multiple probe design were utilized. Overall, the results indicated that the use of the intervention package successfully improved participant reading comprehension as measured by the primary dependent variable, scores on the Comprehension Quiz Protocols (CQP) provided at the end of each session. Additionally, both student and parent social validity measures indicated that the intervention package was beneficial for all participants, and that gains in reading comprehension skills were achieved. Limited improvement was made on the secondary dependent variables measuring reading fluency and comprehension skills on a weekly basis using Reading Curriculum Based Measurement (R-CBM) and Curriculum-Based Measurement--Maze probes. A detailed discussion of the treatment results as well as implications for practitioners, families, and future research, is included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01