Answering "Wh"-Questions with the Support of Graphic Organizers: Effects on 8th Graders with Autism Spectrum Disorder

Autor/inn/en	Kliemann, Karin R.; Boesch, Miriam C.; Lindo, Endia J.
Titel	Answering "Wh"-Questions with the Support of Graphic Organizers: Effects on 8th Graders with Autism Spectrum Disorder
Quelle	In: Journal of the American Academy of Special Education Professionals, (2021), S.89-109 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Autism; Pervasive Developmental Disorders; Instructional Materials; Visual Aids; Reading Comprehension; Grade 8; Students with Disabilities; Junior High School Students; Intervention; Teaching Methods; Instructional Effectiveness; Student Attitudes; Teacher Attitudes; Junior High School Teachers; Parent Attitudes; Childhood Autism Rating Scale; Autism Diagnostic Observation Schedule; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability; Classroom Assessment Scoring System; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Autismus; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Anschauungsmaterial; Leseverstehen; School year 08; 8. Schuljahr; Schuljahr 08; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Junior High Schools; Sekundarstufe I; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Elternverhalten
Abstract	Students with an autism spectrum disorder (ASD) are being educated in general education content classrooms that use lessons directed to whole groups of students which limit use of visually presented material. For some students with ASD, having limited visual support hinders their abilities to process and comprehend material. Research shows promising results associated with the use of a graphic organizer to increase comprehension accuracy. The purpose of this study was to document the relationship between using a graphic organizer and increasing reading comprehension for students with ASD. The study used a single-subject, multiple-baseline design across participants to evaluate whether the use of a graphic organizer impacted the accuracy of answering "wh"-questions for grade-level social studies content. Participants included four eighth-grade students with ASD in an urban public school. Results supported current research by showing an increase in comprehension skills with the use of a graphic organizer. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01