Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities

Citation data:

Focus on Autism and Other Developmental Disabilities, ISSN: 1088-3576, Vol: 27, Issue: 2, Page: 67-80

Publication Year:
2012
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Repository URL:
https://dc.etsu.edu/etsu-works/299; https://works.bepress.com/pamela-mims/57
DOI:
10.1177/1088357612446859
Author(s):
Mims, Pamela J.; Hudson, Melissa E.; Browder, Diane M.
Publisher(s):
SAGE Publications
Tags:
Medicine; Neuroscience; comprehension; developmental disabilities; grade level biographies; individualized education programs; intellectual disabilities; read alouds; special education; special needs students; students; students with disabilities; systematic prompting; teaching; Disability and Equity in Education; Language and Literacy Education; Special Education and Teaching
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article 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 "Wh" 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. © 2012 Hammill Institute on Disabilities.