Reading comprehension and Autism Spectrum Disorder: a systematic review of interventions involving single-case experimental designs

Binita D. Singh, Dennis W. Moore, Brett E. Furlonger, Angelika Anderson, Rebecca Fall, Sarah Howorth

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD research. These studies were then grouped into six non-exclusionary intervention categories (a) visually-cued instruction, (b) collaborative strategies, (c) metacognitive strategy instruction, (d) technology-assisted instruction, (e) adapted text, and (f) behavioural strategies. Effect size calculations indicated that visually-cued instruction, metacognitive strategy instruction, and adapted text were highly effective, while collaborative strategies and technology-assisted instruction were moderately effective. While effective interventions were identified, the need for replications that met WWC standards was noted.

Original languageEnglish
Pages (from-to)3-21
Number of pages19
JournalReview Journal of Autism and Developmental Disorders
Volume8
DOIs
Publication statusPublished - 2021

Keywords

  • ASD
  • Reading comprehension
  • Singe-case design
  • What Works Clearinghouse

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