TY - JOUR
T1 - Reading comprehension and Autism Spectrum Disorder
T2 - a systematic review of interventions involving single-case experimental designs
AU - Singh, Binita D.
AU - Moore, Dennis W.
AU - Furlonger, Brett E.
AU - Anderson, Angelika
AU - Fall, Rebecca
AU - Howorth, Sarah
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - ASD
KW - Reading comprehension
KW - Singe-case design
KW - What Works Clearinghouse
UR - http://www.scopus.com/inward/record.url?scp=85083188186&partnerID=8YFLogxK
U2 - 10.1007/s40489-020-00200-3
DO - 10.1007/s40489-020-00200-3
M3 - Article
AN - SCOPUS:85083188186
VL - 8
SP - 3
EP - 21
JO - Review Journal of Autism and Developmental Disorders
JF - Review Journal of Autism and Developmental Disorders
SN - 2195-7177
ER -