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Date Available
4-23-2016
Year of Publication
2016
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Faculty
Dr. Robert McKenzie
Faculty
Dr. Ralph Crystal
Faculty
Dr. Amy Spriggs
Abstract
The purpose of this study was to investigate the effects of explicit instruction combined with video prompting to teach text comprehension skills to students with autism spectrum disorder. Participants included 4 elementary school students with autism. A multiple probe across participants design was used to evaluate the intervention’s effectiveness. Results indicated that the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed.
Digital Object Identifier (DOI)
http://dx.doi.org/10.13023/ETD.2016.061
Recommended Citation
Sartini, Emily C., "EFFECTS OF EXPLICIT INSTRUCTION AND SELF-DIRECTED VIDEO PROMPTING ON TEXT COMPREHENSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER" (2016). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 24.
https://uknowledge.uky.edu/edsrc_etds/24
