Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students with Autism Spectrum Disorder

Autor/inn/en	Browder, Diane M.; Root, Jenny R.; Wood, Leah; Allison, Caryn
Titel	Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 32 (2017) 4, S.243-255 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615611387
Schlagwörter	Story Grammar; Handheld Devices; Technology Uses in Education; Reading Comprehension; Elementary School Students; Autism; Pervasive Developmental Disorders; Prompting; Instructional Materials; Problem Solving; Story Reading; Intervention; Outcomes of Education; Reading Instruction; Instructional Effectiveness; Special Education; Disabilities; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leseverstehen; Autismus; Benutzerführung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Problemlösen; Lernleistung; Schulerfolg; Leseunterricht; Unterrichtserfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem-solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01