An Exploratory Study Using Science eTexts with Students with Autism Spectrum Disorder

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  • Additional Information
    • Availability:
      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: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A080014
    • Education Level:
      Middle Schools
      Secondary Education
      Junior High Schools
    • Subject Terms:
      Autism; Pervasive Developmental Disorders; Science Instruction; Electronic Publishing; Technology Uses in Education; Educational Technology; Content Area Reading; Reading Comprehension; Teaching Methods; Student Attitudes; Teacher Attitudes; Instructional Effectiveness; Vocabulary; Middle School Students; Fidelity; Training; Intervention
    • Subject Terms:
      Childhood Autism Rating Scale
    • Accession Number:
      10.1177/1088357614559214
    • ISSN:
      1088-3576
    • Abstract:
      Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2015
    • Accession Number:
      EJ1059869