Eastern New Mexico University, United States.
University of St. Thomas, United States.
Res Dev Disabil. 2019 Dec;95:103507. doi: 10.1016/j.ridd.2019.103507. Epub 2019 Nov 6.
Children with autism spectrum disorder (ASD) often develop the word reading skills necessary to read text but struggle with reading comprehension. Comprehension skills are often under addressed in early elementary settings leaving children with ASD at a disadvantage once they are expected to read for meaning. This study investigated the impact of an adapted story grammar intervention on the listening comprehension of five children with ASD in kindergarten through second grade. The intervention embedded evidence-based practices shown to support the learning of children with ASD during story grammar instruction. All participating children demonstrated increased correct responding to fact and inference questions following intervention. Data suggest that all participants required visuals to participate in and learn from the intervention. Social validity data indicate the classroom teacher perceived the intervention as helpful and feasible. Implications for instruction and future research are discussed.
自闭症谱系障碍（ASD）儿童通常会发展出阅读文本所需的单词阅读技能，但在阅读理解方面却很吃力。在小学低年级阶段，阅读理解技能往往没有得到足够的重视，这使得 ASD 儿童在需要阅读以理解其含义时处于不利地位。本研究调查了一种改编后的故事语法干预对五名幼儿园至二年级 ASD 儿童听力理解的影响。该干预措施嵌入了在故事语法教学中支持 ASD 儿童学习的循证实践。所有参与的儿童在干预后对事实和推理问题的正确回答都有所增加。数据表明，所有参与者都需要视觉辅助来参与和从干预中学习。课堂教师的社会有效性数据表明，他们认为干预措施是有帮助和可行的。讨论了对教学和未来研究的影响。
