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.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call