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Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with High-Functioning Autism.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with High-Functioning Autism./
作者:	Schatz, Rochelle B.
面頁冊數:	1 online resource (178 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355069761

Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with High-Functioning Autism.
Schatz, Rochelle B.

Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with High-Functioning Autism. - 1 online resource (178 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

Includes bibliographical references

Individuals with High-Functioning Autism Spectrum Disorder (HFA) demonstrate atypical development resulting in significant deficits in the areas of perspective-taking and observational learning. These deficits lead to challenges in social interactions and academic performance. In particular, children with HFA tend to struggle with comprehending narrative texts as this skill depends heavily on understanding the feelings, emotions, behaviors, and thoughts of others. Therefore, it is beneficial for children with HFA to receive intervention specifically targeting these over-arching deficits. However, the current literature provides limited information on the most effective ways 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 HFA. Three participants in grades 6-8, who are currently identified under the special education eligibility category of having an Autism Spectrum Disorder, participated in the study. A multiple-baseline across participants and multiple probe design were utilized. Overall, the results indicated that the use of the intervention package successfully improved participant reading comprehension as measured by the primary dependent variable, scores on the Comprehension Quiz Protocols (CQP) provided at the end of each session. Additionally, both student and parent social validity measures indicated that the intervention package was beneficial for all participants, and that gains in reading comprehension skills were achieved. Limited improvement was made on the secondary dependent variables measuring reading fluency and comprehension skills on a weekly basis using Reading Curriculum Based Measurement (R-CBM) and Curriculum-Based Measurement--Maze probes. A detailed discussion of the treatment results as well as implications for practitioners, families, and future research, is included.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355069761Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with High-Functioning Autism.
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