Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder. (April 2020)

• Record Type: Journal Article
• Authors: Sartini, Emily C.; Knight, Victoria; Spriggs, Amy D.; Allday, R. Allan
• Is Part Of: Research in autism spectrum disorders. Volume 72(2020)
• Publication Date: 2020-04
• Subjects: Autism spectrum disorder -- Text comprehension -- Self-directed video -- Academic instruction -- Elementary school -- ELA; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2020.101529
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: All participants mastered the comprehension skills. Functional relation between intervention and the acquisition of skills. Two participants generalized their knowledge to novel, untaught skills. Most participants maintained their skills once intervention was removed. Abstract: The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research.