Technology-Aided Instruction and Intervention in Teaching Students with Autism to Make Inferences

Autor/inn/en	Kouo, Jennifer; Visco, Courtney
Titel	Technology-Aided Instruction and Intervention in Teaching Students with Autism to Make Inferences
Quelle	In: Focus on Autism and Other Developmental Disabilities, 36 (2021) 3, S.148-155 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kouo, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576211012597
Schlagwörter	Inferences; Reading Comprehension; Autism; Pervasive Developmental Disorders; Reading Difficulties; Technology Uses in Education; Computer Software; Instructional Materials; Video Technology; Middle School Students; Comparative Analysis; Teaching Methods; Evidence Based Practice; Instructional Effectiveness; Reading Instruction + Suchen Sie Ihr Suchwort? Inference; Inferenz; Leseverstehen; Autismus; Reading difficulty; Leseschwierigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Leseunterricht
Abstract	Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills. (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