Teaching Early Learners with Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence

Autor/inn/en	Mariage, Troy V.; Englert, Carol Sue; Plavnick, Joshua B.
Titel	Teaching Early Learners with Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence
Quelle	In: Focus on Autism and Other Developmental Disabilities, 36 (2021) 1, S.36-46 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357620943501
Schlagwörter	Autism; Pervasive Developmental Disorders; Reading Comprehension; Written Language; Elementary School Students; Intervention; Short Term Memory; Program Effectiveness; Reading Strategies; Preferences; Executive Function + Suchen Sie Ihr Suchwort? Autismus; Leseverstehen; Geschriebene Sprache; Kurzzeitgedächtnis; Reading strategy; Leselernstufe; Lesetechnik
Abstract	Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study investigated whether two elementary students with ASD could learn to follow six-step written directions when they were given access to high-preference items as they completed the final step in the directions. It was anticipated that as the number of directions increased, there would need to be adjustments to the intervention, especially as working memory was taxed and students were reliant on understanding the written text to successfully follow the written directions. At baseline, neither student could follow the six-step directions. After participating in the multiple phases of the intervention, both students learned to read and follow six-step directions without a high preference reward following the last step in the directions. Teaching students to follow written directions by creating opportunities to access preferred items through reading text may provide the origins of making text mediate independent and self-regulated behavior, but it is not sufficient for all students when they lack executive skills. This study discusses implications for research and classroom practice. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01