Western Kentucky University, KY, Bowling Green, USA.
Dev Neurorehabil. 2021 Jul;24(5):347-354. doi: 10.1080/17518423.2021.1898486. Epub 2021 Mar 15.
Reading comprehension deficits are common for students with Autism Spectrum Disorder (ASD) but there are few studies that have examined specific strategies for teaching reading comprehension to this population. The current study investigated the effect of embedding the restricted interests (RI) of two high school students with ASD in text on reading comprehension performance using a single-subject, multi-element research design. Neither participant showed an increase in the number of relevant words shared during oral retell and only one participant showed an increase in the percent of correctly answered reading comprehension questions. Embedding the RI in text more frequently did not impact reading comprehension performance. The results indicate there are potential variables that may limit the effect of embedding the RI of students with ASD in text on reading comprehension.
阅读理解缺陷在自闭症谱系障碍（ASD）学生中很常见，但很少有研究专门探讨教授阅读理解的具体策略。本研究采用单一被试多元素设计，考察了将两名高中生的受限兴趣（RI）嵌入文本对阅读理解表现的影响。两名参与者在口头复述时分享的相关词汇数量均未增加，只有一名参与者阅读理解题的正确回答率有所提高。更频繁地将 RI 嵌入文本并没有提高阅读理解表现。结果表明，可能存在一些变量限制了将 ASD 学生的 RI 嵌入文本对阅读理解的影响。
