Literaturnachweis - Detailanzeige
| Autor/inn/en | Drill, Rochelle B.; Bellini, Scott |
|---|---|
| Titel | Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder |
| Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 1, S.1-15 (15 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Drill, Rochelle B.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-021-04908-x |
| Schlagwörter | Theater Arts; Story Telling; Intervention; Video Technology; Autism; Pervasive Developmental Disorders; Perspective Taking; Reading Comprehension; Interpersonal Competence; Academic Achievement; Modeling (Psychology); Teaching Methods; Children; Reading Improvement; Reading Instruction |
| Abstract | 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. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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