Increasing Comprehension of Expository Science Text for Students with Autism Spectrum Disorder

Autor/inn/en	Carnahan, Christina R.; Williamson, Pamela; Birri, Nicole; Swoboda, Christopher; Snyder, Kate K.
Titel	Increasing Comprehension of Expository Science Text for Students with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 31 (2016) 3, S.208-220 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615610539
Schlagwörter	Autism; Pervasive Developmental Disorders; Science Instruction; High School Students; Intervention; Secondary School Science; Reading Materials; Instructional Effectiveness; Maintenance; Content Area Reading; Reading Comprehension; Cognitive Ability; Intelligence Tests; Language Tests; Males; Adolescents; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Autismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Sinnerfassendes Lesen; Leseverstehen; Denkfähigkeit; Intelligence test; Intelligenztest; Language test; Sprachtest; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included instruction in types of text structures using a text structure organization sheet before reading, and completing an analysis and summary sheet during and after reading. Results indicated that the instruction was highly effective during intervention and maintenance phase for all three participants. The first-year special education teacher was able to implement the intervention with fidelity. All participants agreed that the intervention was helpful for reading science texts. Future research and implications for classroom intervention is 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