Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study

References

• Horner RH, Carr EG, Halle J, Strain PS, Todd AW, Reed HK. Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders 2002;32:423–446
   PubMed Web of Science ®Google Scholar
• Lang R, Regester A, Rispoli M, Pimentel S, Camargo H. Rehabilitation issues in autism spectrum disorders. Developmental Neurorehabilitation 2010;13:153–155
   PubMed Web of Science ®Google Scholar
• Rayner C. Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Developmental Neurorehabilitation 2011;14:366–371
   PubMed Web of Science ®Google Scholar
• van der Meer L, Rispoli M. Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation 2010;13:294–306
   PubMed Web of Science ®Google Scholar
• Blumberg SJ, Bramlett MD, Kogan MD, Schieve LA, Jones JR, Lu MC. Changes in prevalence of parent-reported autism spectrum disorder in school-aged US children: 2007 to 2011–2012. National Health Statistics Reports 2013;65:1–12
   PubMedGoogle Scholar
• El Zein F, Solis M, Vaughn S, McCulley L. Reading comprehension interventions for students with autism spectrum disorders: A synthesis of research. Journal of Autism and Developmental Disorders 2013;42:1–20
   Google Scholar
• Scammacca N, Roberts G, Vaughn S, Stuebing K. A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities 2013;43(3). [Epub ahead of print]. doi: 10.1177/0022219413504995
   Google Scholar
• Solis M, Ciullo S, Vaughn S, Pyle N, Hassaram B, Leroux A. Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research. Journal of Learning Disabilities 2012;45(4):327–340
   PubMed Web of Science ®Google Scholar
• Wanzek J, Vaughn S, Scammacca NK, Metz KL, Murray CS, Roberts G, Danielson L. Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research 2013;83(2):163–195
   Web of Science ®Google Scholar
• Al Otaiba S, Fuchs D. Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education 2002;23:300–316
   Web of Science ®Google Scholar
• Goldberg, T. On hermetic reading abilities. Journal of Autism and Developmental Disorders 1987;17:29–44
   PubMed Web of Science ®Google Scholar
• O’Connor N, Hermelin B. Two autistic savant readers. Journal of Autism and Developmental Disorders 1994;24(4):501–515
   PubMed Web of Science ®Google Scholar
• Patti PJ, Lupinetti L. Brief report: Implications of hyperlexia in an autistic savant. Journal of Autism and Developmental Disorders 1993;23:397–405
   PubMed Web of Science ®Google Scholar
• Whitehouse D, Harris JC. Hyperlexia in infantile autism. Journal of Autism and Developmental Disorders 1984;14:281–289
   PubMed Web of Science ®Google Scholar
• Frith U, Snowling M. Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology 1983;1:329–342
   Google Scholar
• Minshew NJ, Goldstein G, Taylor HG, Siegel DJ. Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology 1994;16:261–270
   PubMed Web of Science ®Google Scholar
• O’Connor IM, Klein PD. Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders 2004;34(2):115–127
   PubMed Web of Science ®Google Scholar
• Snowling M, Frith U. Comprehension in “hyperlexic” readers. Journal of Experimental Child Psychology 1986;42(3):392–415
   PubMed Web of Science ®Google Scholar
• Asberg J, Sandberg A. Discourse comprehension intervention for high-functioning students with autism spectrum disorders: Preliminary findings from a school-based study. Journal of Research in Special Educational Needs 2010;10:91–98
   Google Scholar
• Van Riper I. The effects of the directed reading-thinking activity on reading comprehension skills of middle school students with autism 2010 [Doctoral dissertation]. Widener University, Chester, PA. Retrieved from ProQuest Dissertations and Theses database (3414553)
   Google Scholar
• Whalon K, Hanline MF. Effects of a reciprocal questioning intervention on the question generation and responding of children with autism spectrum disorder. Education and Training in Developmental Disabilities 2008;43:367–387
   Web of Science ®Google Scholar
• Flores MM, Ganz JB. Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities 2007;22(4):244–251
   Google Scholar
• Flores MM, Ganz JB. The effectiveness of direct instruction for teaching language to children with autism spectrum disorders: Identifying materials. Journal of Autism and Developmental Disorders 2009;39:75–83
   PubMed Web of Science ®Google Scholar
• Knight VF. Effects of supported electronic text and explicit instruction on science comprehension by students with autism spectrum disorder 2010. [Doctoral dissertation]. The University of North Carolina at Charlotte, NC. Retrieved from ProQuest Dissertations and Theses database (3422667)
   Google Scholar
• Campell MA. Effects of pronoun identification instruction on text comprehension for children with autism 2010 [Doctoral dissertation]. Fairleigh Dickinson University, NJ. Retrieved from ProQuest Dissertations and Theses database
   Google Scholar
• Boutot A, Hume K. Beyond time out and table time: Today’s applied behavior analysis for students with autism. Education and Training in Autism and Developmental Disabilities 2012;47:23–38
   Web of Science ®Google Scholar
• Rispoli M, O’Reilly M, Lang R, Machalicek W, Davis T, Lancioni G, Sigafoos J. Effects of motivating operations on aberrant behavior and academic engagement for two students with autism. Journal of Applied Behavior Analysis 2011;44:187–192
   PubMed Web of Science ®Google Scholar
• Baker MJ. Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions 2000;2:66–84
   Google Scholar
• Carter CM. Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions 2001;3:131–151
   Google Scholar
• Kern L, Clemens N. Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools 2007;44(1):65–75
   Web of Science ®Google Scholar
• Charlop-Christy MH, Haymes LK. Using obsessions as reinforcers with and without mild reductive procedures to decrease inappropriate behaviors of children with autism. Journal of Autism and Developmental Disorders 1996;26:527–546
   PubMed Web of Science ®Google Scholar
• Charlop-Christy MH, Haymes LK. Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders 1998;28:189–198
   PubMed Web of Science ®Google Scholar
• Charlop MH, Kurtz PF, Casey FG. Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior 1990;23:163–181
   PubMed Web of Science ®Google Scholar
• Vismara LA, Lyons GL. Using perseverative interests to elicit joint attention behaviors in young children with autism. Journal of Positive Behavior Interventions 2007;9:214–228
   Web of Science ®Google Scholar
• Wolery M, Kirk K, Gast DL. Stereotypic behavior as a reinforcer: Effects and side effects. Journal of Autism and Developmental Disorders 1985;15:145–157
   Web of Science ®Google Scholar
• Koegel KK, Singh AK, Koegel RL. Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders 2010;40:1057–1066
   PubMed Web of Science ®Google Scholar
• Moes D. Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. Journal of the Association for Persons with Severe Handicaps 1998;23:319–328
   Web of Science ®Google Scholar
• Parsons MB, Reid DH, Reynolds J, Bumgarner M. Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis 1990;23:253–258
   PubMed Web of Science ®Google Scholar
• Odom SL, Brown WH, Frey T, Karasu N, Smith-Canter LL, Strain PS. Evidence-based practices for young children with Autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities 2003;18:166–175
   Google Scholar
• Kennedy CH. Single-case designs for educational research. Boston, MA: Pearson; 2005. pp 44–60
   Google Scholar
• Lohrmann-O’Rourke S, Browder DM. Empirically based methods to access the preferences of individuals with severe disabilities. American Journal on Mental Retardation 1998;103:146–161
   PubMedGoogle Scholar
• Reading A-Z.com. Reading A-Z; 2003. Available from: http://www.readinga-z.com [last accessed 25 Apr 2014]
   Google Scholar
• Carnahan CR, Williamson PS. Does a compare-contrast text structure help students with autism spectrum disorder comprehend science text? Exceptional Children 2013;79:347–363
   Web of Science ®Google Scholar
• Good RH, Kaminski RA. DIBELS oral reading fluency passages for first through third grades (Technical Report 10). Eugene, OR: University of Oregon; 2002
   Google Scholar
• Dunst CJ, Trivette CM, Hamby DW. Effect of interest-based interventions on the social-communicative behavior of young children with autism spectrum disorders. CELLreviews 2012;5(6):1–10
   Google Scholar