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Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities
Focus on Autism and Other Developmental Disabilities
  • Pamela J. Mims, East Tennessee State University
  • Melissa E. Hudson, University of North Carolina at Charlotte
  • Diane M. Browder, University of North Carolina at Charlotte
Document Type
Article
Publication Date
6-1-2012
Description
The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.
Citation Information
Pamela J. Mims, Melissa E. Hudson and Diane M. Browder. "Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities" Focus on Autism and Other Developmental Disabilities Vol. 27 Iss. 2 (2012) p. 67 - 80 ISSN: 1088-3576
Available at: http://works.bepress.com/pamela-mims/57/