Effectiveness and Retention of Teaching Memory Strategy Use to Children With Autism Spectrum Disorder. (September 2017)

• Record Type: Journal Article
• Authors: Bebko, James M.; Rhee, Thomas; Ncube, Busisiwe L.; Dahary, Hadas
• Other Names: Montgomery Janine M. guest-editor.; McCrimmon Adam W. guest-editor.
• Is Part Of: Canadian journal of school psychology. Volume 32:Number 3/4(2017:Sep.)
• Page Start: 244
• Page End: 264
• Publication Date: 2017-09
• Subjects: memory -- autism spectrum -- language and literacy; Educational psychology -- Periodicals; Psychology -- Canada -- Periodicals; 370.15
• DOI: 10.1177/0829573517699332
• Languages: English
• ISSNs: 0829-5735

Abstract

Although low levels of memory strategy use have been found in children with autism spectrum disorders (ASDs), few studies have explored the effectiveness of interventions for improving strategy use with this population. In two studies, we examined the short- and longer term effectiveness of rehearsal strategy training. In Study 1, children with ASD made strong gains during a focused teaching session, but rehearsal strategy use was not well maintained after training. In Study 2, we increased training with multiple individualized sessions. Longer term maintenance of gains occurred, demonstrating the possibility of successfully teaching and generalizing of strategy use, findings that have important implications for classroom and intervention contexts with children with ASD.