How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum Disorder. (April 2020)

• Record Type: Journal Article
• Authors: Cravalho, Danielle A.; Jimenez, Zaira; Shhub, Aya; Solis, Michael
• Other Names: McKenna John W. guest-editor.
• Is Part Of: Beyond behavior. Volume 29:Number 1(2020)
• Page Start: 31
• Page End: 41
• Publication Date: 2020-04
• Subjects: autism spectrum disorder -- reading comprehension -- vocabulary -- fluency -- research-based interventions; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/1074295620907110
• Languages: English
• ISSNs: 1074-2956

Abstract

This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.