Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study. (January 2015)

• Record Type: Journal Article
• Authors: Reutebuch, Colleen K.; El Zein, Farah; Kim, Min Kyung; Weinberg, Aron N.; Vaughn, Sharon
• Is Part Of: Research in autism spectrum disorders. Volume 9(2015:Jan.)
• Page Start: 96
• Page End: 111
• Publication Date: 2015-01
• Subjects: Autism spectrum disorder -- Secondary reading comprehension -- Reading intervention; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2014.10.002
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: We adapted and examined an evidence-based reading comprehension intervention with adolescents in a high school setting. Adolescents with ASD were paired with a neurotypical peer partner to learn and use reading strategies with informational text two to three times per week to improve reading comprehension and content knowledge. Though exploratory, increases in comprehension and interactions were noted along with decreased challenges behaviors during treatment. Abstract: We adapted and piloted Collaborative Strategic Reading–High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a neurologically typical (neurotypical) reading partner to learn and use reading strategies with informational text two to three times per week. Daily comprehension checks were collected and visually inspected for trends along with data on the number of challenging behaviors and social interactions displayed during intervention. Fidelity of implementation was also measured. Though exploratory, increases in comprehension and interactions were noted along with decreases in challenging behaviors. Implications for practice and research are discussed.