Students with autism spectrum disorder (ASD) often exhibit challenges with reading development. Evidence-based interventions and specialized approaches to reading instruction are currently being implemented across educational contexts for learners with ASD ( Machalicek et al., 2008 ), yet there is limited understanding of how core ASD features may impact effective delivery of instruction and student participation. We begin to address this need by evaluating the reciprocity between instructional talk and student participation within a reading intervention utilizing a scripted language approach that was being piloted on students with ASD. Method This study used archival video-recorded observations from the beginning of a reading intervention to examine the interactions between 20 students (18 boys, two girls) with ASD (7–11 years old, M = 9.10, SD = 1.74) and their interventionists ( n = 7). Lag sequential analysis was used to examine the frequency of student initiations and responses following the interventionists' use of responsive, open-ended, closed-ended, and directive language. Results Findings describe the types of and illustrate the variability in interactions between students and their interventionists, as well as highlight language categories that are linked to student participation. Conclusions These data provide a snapshot of the nature and quality of interactions between students with ASD and their interventionists. Findings suggest that delivery of instruction, including the language that interventionists use, may be an important area of focus when evaluating the effectiveness of reading-based practices across educational settings for learners with ASD, even within the confines of highly structured interventions.

中文翻译：

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利用脚本语言方法对基于阅读的活动进行二次分析：评估自闭症学生与其干预者之间的互动

患有自闭症谱系障碍 (ASD) 的学生经常在阅读发展方面遇到挑战。目前正在跨教育环境为自闭症谱系障碍学习者实施基于证据的干预措施和专门的阅读教学方法（马查利切克等人，2008），但对于自闭症谱系障碍的核心特征如何影响有效教学和学生参与的了解还很有限。我们开始通过评估教学谈话和学生参与阅读干预之间的相互关系来解决这一需求，利用脚本语言方法，该方法正在患有自闭症谱系障碍的学生身上进行试点。 方法本研究使用阅读干预开始时的档案视频记录观察结果来检查 20 名患有 ASD（7-11 岁、中号= 9.10，标清= 1.74）和他们的干预主义者（n= 7）。滞后序贯分析用于检查干预者使用响应性、开放式、封闭式和指导性语言后学生发起和反应的频率。 结果研究结果描述了学生与其干预者之间互动的类型并说明了互动的可变性，并强调了与学生参与相关的语言类别。 结论这些数据提供了自闭症学生与其干预者之间互动的性质和质量的快照。研究结果表明，在评估自闭症学习者跨教育环境中基于阅读的实践的有效性时，即使在高度结构化的干预范围内，教学的提供（包括干预主义者使用的语言）可能是一个重要的关注领域。