Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas

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

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed.

Original languageEnglish
Pages (from-to)150-159
Number of pages10
JournalFocus on Autism and Other Developmental Disabilities
Issue number3
StatePublished - Sep 1 2018

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2017.


  • autism spectrum disorder
  • comprehension
  • content areas
  • generalization
  • quality indicators

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neurology
  • Clinical Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health


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