Exploring Computer and Storybook Interventions for Children with High Functioning Autism
Saved in:
| Title: | Exploring Computer and Storybook Interventions for Children with High Functioning Autism |
|---|---|
| Language: | English |
| Authors: | Armstrong, Teresa Kay, Hughes, Marie Tejero |
| Source: | International Journal of Special Education. 2012 27(3):88-99. |
| Availability: | International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Independent Living, Written Language, Autism, Early Intervention, Listening Comprehension, Intervention, Children, Special Education, Computers, Computer Assisted Instruction |
| Geographic Terms: | United States |
| Assessment and Survey Identifiers: | Basic Reading Inventory |
| ISSN: | 0827-3383 |
| Abstract: | Comprehension is a crucial academic skill that is necessary for independent living. Unfortunately many children with autism often exhibit difficulties being able to interpret and comprehend written language. There is limited research on effective comprehension practices to enhance the comprehension development of children with autism. Therefore, the purpose of this study was to investigate the impact of two repeated reading interventions (computer and storybook) on the comprehension of five children with autism. Findings indicated that several of the children performed better than would otherwise have been expected for both interventions. Neither of the computer or storybook interventions showed to be more beneficial than the other, indicating that these interventions may both be effective in increasing some children's listening comprehension of text. (Contains 3 tables and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2013 |
| Accession Number: | EJ1001062 |
| Database: | ERIC |
| Abstract: | Comprehension is a crucial academic skill that is necessary for independent living. Unfortunately many children with autism often exhibit difficulties being able to interpret and comprehend written language. There is limited research on effective comprehension practices to enhance the comprehension development of children with autism. Therefore, the purpose of this study was to investigate the impact of two repeated reading interventions (computer and storybook) on the comprehension of five children with autism. Findings indicated that several of the children performed better than would otherwise have been expected for both interventions. Neither of the computer or storybook interventions showed to be more beneficial than the other, indicating that these interventions may both be effective in increasing some children's listening comprehension of text. (Contains 3 tables and 1 figure.) |
|---|---|
| ISSN: | 0827-3383 |
