An Exploratory Study Using Science eTexts with Students with Autism Spectrum Disorder
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| Title: | An Exploratory Study Using Science eTexts with Students with Autism Spectrum Disorder |
|---|---|
| Language: | English |
| Authors: | Knight, Victoria F., Wood, Charles L., Spooner, Fr, Browder, Diane M., O'Brien, Christopher P. |
| Source: | Focus on Autism and Other Developmental Disabilities. Jun 2015 30(2):86-99. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A080014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools |
| Descriptors: | Autism, Pervasive Developmental Disorders, Science Instruction, Electronic Publishing, Technology Uses in Education, Educational Technology, Content Area Reading, Reading Comprehension, Teaching Methods, Student Attitudes, Teacher Attitudes, Instructional Effectiveness, Vocabulary, Middle School Students, Fidelity, Training, Intervention |
| Assessment and Survey Identifiers: | Childhood Autism Rating Scale |
| DOI: | 10.1177/1088357614559214 |
| ISSN: | 1088-3576 |
| Abstract: | Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2015 |
| Accession Number: | EJ1059869 |
| Database: | ERIC |
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| Abstract: | Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. |
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| ISSN: | 1088-3576 |
| DOI: | 10.1177/1088357614559214 |
