Date of Award

5-1-2021

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (ii, 52 pages) : 1 illustration.

Dissertation/Thesis Chair

Kristie Asaro-Saddler

Committee Members

Mariola Moeyaert, Bruce Saddler

Keywords

autism spectrum disorders, literacy, reading comprehension, single case methodology, special education, text comprehension, Children with autism spectrum disorders, Reading comprehension, Reading (Early childhood), Early childhood special education

Subject Categories

Special Education and Teaching

Abstract

The purpose of this study was to synthesize findings from single-case intervention studies on developing reading comprehension in students with autism spectrum disorders (ASD). A multi-level analysis was used to determine if there was an overall statistically significant effect of these interventions and if the effect was consistent across studies and participants. Results indicated a significant change in trend throughout the intervention phase across studies. Age had a significant impact on the intervention effect. The remaining moderators – study type, design, and quality – were not significant. Implications for practitioners and researchers, as well as considerations for future research are discussed.

Download

Share

COinS