Kim So Yeon, Rispoli Mandy, Mason Rose A, Lory Catharine, Gregori Emily, Roberts Carly A, Whitford Denise, Wang Danni
University of Illinois Chicago, Chicago, USA.
University of Virginia, Charlottesville, USA.
J Autism Dev Disord. 2024 Sep 4. doi: 10.1007/s10803-024-06525-w.
The purpose of this study was to examine the effects of using adapted science eBooks within shared reading on comprehension and task engagement of high school students with autism spectrum disorder (ASD). A grade-level science textbook was selected and converted into an eBook format, incorporating various visual and auditory features (e.g., text-to-speech, summarized sentences, highlighted keywords) and presented on an iPad. The shared reading intervention included before, during, and after reading strategies (i.e., pre-teaching target vocabulary words, sharing information, retelling), with direct instruction on locating literal information. The intervention effects on reading comprehension and task engagement were evaluated using a single-case multiple probe design. The results of this study indicated that all participants demonstrated improvements in reading comprehension. Despite the longer intervention sessions compared to the baseline, all participants exhibited similar or enhanced levels of task engagement during the intervention sessions. The findings of this study provide empirical evidence supporting the use of adapted eBooks within shared reading as a means to increase access to grade-level science texts for high school students with ASD while maintaining a high level of task engagement. This intervention holds promise for improving the learning outcomes for students with ASD in science content area.
本研究的目的是探讨在共享阅读中使用改编的科学电子书对患有自闭症谱系障碍（ASD）的高中生阅读理解和任务参与度的影响。选取了一本年级水平的科学教科书并将其转换为电子书格式，融入了各种视觉和听觉特征（如文本转语音、总结句子、突出显示关键词），并在iPad上呈现。共享阅读干预包括阅读前、阅读中和阅读后的策略（即预教授目标词汇、分享信息、复述），并直接指导如何定位字面信息。使用单案例多探针设计评估干预对阅读理解和任务参与度的影响。本研究结果表明，所有参与者的阅读理解都有提高。尽管与基线相比干预时间更长，但所有参与者在干预期间都表现出相似或更高水平的任务参与度。本研究结果提供了实证证据，支持在共享阅读中使用改编的电子书，作为一种手段，在保持高水平任务参与度的同时，增加患有ASD的高中生获取年级水平科学文本的机会。这种干预有望改善患有ASD的学生在科学内容领域的学习成果。
