Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder

Emily C. Sartini, Victoria Knight, Amy D. Spriggs, R. Allan Allday

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research.

Original languageEnglish
Article number101529
JournalResearch in Autism Spectrum Disorders
Volume72
DOIs
StatePublished - Apr 2020

Keywords

  • Academic instruction
  • Autism spectrum disorder
  • ELA
  • Elementary school
  • Self-directed video
  • Text comprehension

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

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