Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder.
Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, whic...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 52; no. 1; pp. 1 - 16 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jan2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154501562&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154501562 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jan2022 vid: 52 iid: 1 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 154501562 148716012 154501562 154501562 10.1007/s10803-021-04908-x 154501562 ppf: 1 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder. aug: au: Drill, Rochelle B. Bellini, Scott affil: Center for Assessment and Treatment, 8401 Connecticut Avenue, Suite #1000, 20815, Chevy Chase, MD, USA sug: subj: Autism Spectrum Disorder In Infancy and Childhood Concept Mapping Methods Reading Narratives Storytelling Human Female Male Child Interpersonal Relations Academic Performance Language Tests Change Management Variable Outcome Assessment Data Analysis Software Descriptive Statistics Child: 6-12 years Female Male ab: Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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