Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas

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.

Effects of TWA-Supported Digitally on Comprehension of Students With Autism Spectrum Disorder, Level 1

“…Its efficacy has not been validated for students with ASD. Teaching students with ASD, Level 1 to generalize self-regulated reading strategies such as self-questioning and summarizing strategies may help to reduce the cognitive load involved in the complex process of reading comprehension (Sartini et al, 2017). Given that students with ASD often exhibit difficulty with self-regulation of procedural strategies such as perspective taking, determining the main idea, and focusing on important versus irrelevant details (Baron-Cohen, 2008;Baron-Cohen, Leslie, & Frith, 1985), TWA may be an effective strategy for facilitating expository reading comprehension skills.…”

“…There is a growing research base focusing on evidence-based practices for individuals with ASD that may provide guidelines for general and special educators providing educational programming across a wide range of skills. Although the research is promising, results are often limited when it comes to generalization in diverse vocational and classroom settings (Sartini, Knight, Spriggs, & Allday, 2017).…”

Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities

“…There have been a number of reviews examining the characteristics of studies that teach academic content to students with IDD (c.f., Browder et al, 2009;Hudson et al, 2013;Knight & Sartini, 2015), and several have examined whether the studies assessed generalization (Hudson et al, 2018;Sartini et al, 2018;Spooner et al, 2011Spooner et al, , 2012Spooner et al, , 2018. However, these reviews only reported whether the studies measured generalization but not the form of generalization, the strategies included in the intervention, or whether the study demonstrated a causal relationship between the intervention and the generalization-dependent variables.…”