Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas. (September 2018)

• Record Type: Journal Article
• Authors: Sartini, Emily; Knight, Victoria F.; Spriggs, Amy D.; Allday, R. Allan
• Is Part Of: Focus on autism and other developmental disabilities. Volume 33:Number 3(2018:Sep.)
• Page Start: 150
• Page End: 159
• Publication Date: 2018-09
• Subjects: autism spectrum disorder -- generalization -- comprehension -- content areas -- quality indicators; Autism in children -- Periodicals; Autistic children -- Education -- Periodicals; Autism -- Periodicals; Developmental disabilities -- Periodicals; 616.8982
• DOI: 10.1177/1088357617735815
• Languages: English
• ISSNs: 1088-3576

Abstract

As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed.