How Effective Are Reading Comprehension Interventions for Children with ASD? A Meta-Analysis of Single-Case Design Studies

Autor/inn/en	McClain, Maryellen Brunson; Haverkamp, Cassity R.; Benallie, Kandice J.; Schwartz, Sarah E.; Simonsmeier, Vicki
Titel	How Effective Are Reading Comprehension Interventions for Children with ASD? A Meta-Analysis of Single-Case Design Studies
Quelle	In: School Psychology, 36 (2021) 2, S.107-121 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McClain, Maryellen Brunson) ORCID (Benallie, Kandice J.) ORCID (Simonsmeier, Vicki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000424
Schlagwörter	Reading Comprehension; Reading Instruction; Instructional Effectiveness; Intervention; Children; Adolescents; Elementary School Students; Secondary School Students; At Risk Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Reading Difficulties; Academic Achievement; Racial Differences; Ethnicity; Age Differences; Speech Impairments; Educational Research + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Unterrichtserfolg; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Reading difficulty; Leseschwierigkeit; Schulleistung; Rassenunterschied; Ethnizität; Age; Difference; Age difference; Altersunterschied; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Bildungsforschung; Pädagogische Forschung
Abstract	Many children with autism spectrum disorder (ASD) are at-risk for academic difficulties, particularly reading comprehension. The implementation of research-supported reading comprehension interventions for this population is critical for optimal academic success. The current meta-analysis of single-case design (SCD) studies evaluates the effectiveness of reading comprehension interventions for children with ASD through design comparable effect size (BC-SMD) analyses, log response ratio for increase (LRR-i), and multilevel modeling (MLM). We included SCD studies (20 studies, 60 participants) published in English that met What Works Clearinghouse (WWC) criteria with at least reservations with at least one participant (less than 18 years of age) who had ASD with reading comprehension defined as the dependent variable. Research on this topic is still emerging, but our preliminary results suggest that reading comprehension interventions show promise for children with ASD (BC-SMDoverall = 2.97, 95% CI = 1.85-3.97, p < 0.001). Further analyses indicate that intervention effectiveness, although broadly effective, differs across child race/ethnicity, X[superscript 2] (4) = 40.4, p < 0.001; age, X[superscript 2] (2) = 52.0, p < 0.001; participant disability (ASD vs. ASD + speech language impairment), X[superscript 2] (2) = 44.3, p < 0.001; and study method quality (meeting WWC vs. meeting WWC with reservations), X[superscript 2] (2) = 150.4, p < 0.001. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01