T he number of children diagnosed with autism spectrum disorder (ASD) continues to rise. Many of these learners exhibit strengths in word recognition, and difficulties with comprehension are well documented (Asberg,
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7–13 with ASD read 16 passages at their instructional reading level. Passages varied by genre, length, and picture support. Sessions were audio-recorded, transcribed verbatim, and then analyzed using open coding, axial coding, and selective coding. The grounded theory resulted in 3 comprehension profiles including imaginative, strategic, and text bound. Future research and implications for classroom interventions are discussed.
Connor is a 12-year-old boy who has autism. He is in the sixth grade in a large urban school district. Although Connor's schedule changes depending on the academic content covered and his individual needs, he receives instruction in the general education classroom for half of the school day with support (i.e., peers, paraprofessionals, special education teacher). He has a strong interest in transportation, especially street signs and maps. He enjoys socializing but struggles to find peers who have similar interests. He is happiest playing with his truck collection, watching T.V. (a select few episodes of certain shows related to his special interest), or playing a few online computer games. Connor has difficulty when situations have outcomes other than what he predicted or would like to happen. Connor communicates verbally, but he often needs directions, questions, and comments repeated several times in novel situations. He decodes on a fourth-grade level but struggles with comprehension. In routine situations, Connor can complete three to four tasks independently when he is first given verbal directions.
New teachers of students with significant disabilities are expected to use evidence-based practices that build academic and functional skills from their first day on the job. Yet, these teachers may struggle with applying information learned in their preservice coursework to their daily instructional practices. One widely accepted means of supporting new special educators is mentoring and coaching. However, geographic and time constraints often limit the amount and quality of mentoring and coaching. This article provides a framework of virtual coaching for supporting new teachers working with students with significant disabilities in a way that addresses these access to coaching issues and describes means of incorporating multiple, integrated online technologies.
Few studies examine specific interventions for increasing narrative text comprehension for students with autism spectrum disorder (ASD). However, both the cognitive reading profiles common in ASD and the focus on access to complex text for all learners suggest the need for interventions to support narrative text comprehension. Using a multiple baseline design, the current study examined the effectiveness of an intervention package that included scaffolded completion of a character event map paired with a review of the previous session’s map to make a prediction about the coming chapter on the narrative text comprehension of three male adolescents with ASD. There was an immediate change in comprehension scores for all three participants during intervention. Comprehension for all participants remained high through intervention and follow-up. Implications for research and practice are addressed.
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