Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study

被引：17

作者：

Henry, Alyssa R. ^{[1
]}

Solari, Emily J. ^{[1
]}

机构：

[1] Univ Virginia, Curry Sch Educ & Human Dev, 405 Emmet St, Charlottesville, VA 22904 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2020年 / 50卷 / 10期

关键词：

Autism spectrum disorder; Elementary; Reading comprehension; Oral language; School-based intervention; TEACHING-READING COMPREHENSION; SITUATION MODEL CONSTRUCTION; TEXT COMPREHENSION; EYE FIXATION; CHILDREN; ABILITY; SKILLS; INTERVENTION; ADOLESCENTS; INFERENCES;

D O I：

10.1007/s10803-020-04434-2

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n = 43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD.

引用

页码：3763 / 3776

页数：14

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