| Autor: |
Singh, Binita D., Moore, Dennis W., Furlonger, Brett E., Anderson, Angelika, Fall, Rebecca, Howorth, Sarah |
| Zdroj: |
Review Journal of Autism and Developmental Disorders; 20240101, Issue: Preprints p1-19, 19p |
| Abstrakt: |
Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD research. These studies were then grouped into six non-exclusionary intervention categories (a) visually-cued instruction, (b) collaborative strategies, (c) metacognitive strategy instruction, (d) technology-assisted instruction, (e) adapted text, and (f) behavioural strategies. Effect size calculations indicated that visually-cued instruction, metacognitive strategy instruction, and adapted text were highly effective, while collaborative strategies and technology-assisted instruction were moderately effective. While effective interventions were identified, the need for replications that met WWC standards was noted. |
| Databáze: |
Supplemental Index |
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