ABSTRACT

Aim

We conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions. 

Method

We conducted a researcher-implemented study in a public school (Study 1) and a teacher-implemented study in a specialized private charter school for children with ASD (Study 2). In each study, we compared a typical intervention approach with interest-based text intervention that included reading on each child’s interest area. The treatment included systematic vocabulary instruction and main-summarization strategy instruction. 

Results

Findings from Study One showed consistent increases in comprehension and vocabulary outcomes compared to baseline. In Study Two the baselines phases were unstable with small differences in mean scores detected for vocabulary during the intervention phase favoring the interest-based treatment for three of four participants.

Conclusion

The results across studies were mixed indicating the importance of taking into account contextual factors including student characteristics and learning environment.

中文翻译：

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中年级 ASD 学生的阅读干预：嵌入式兴趣阅读和说明性文本条件的交替处理研究

摘要

目标

我们进行了两个独立但相关的多重基线和交替治疗单案例设计研究，以调查在不同条件下实施相同阅读干预对自闭症谱系障碍学生的影响。 

方法

我们在一所公立学校进行了一项研究人员实施的研究（研究 1），并在一所专门针对 ASD 儿童的私立特许学校进行了一项教师实施的研究（研究 2）。在每项研究中，我们将典型的干预方法与基于兴趣的文本干预（包括阅读每个孩子的兴趣领域）进行了比较。治疗包括系统词汇教学和主概括策略教学。 

结果

研究一的结果显示，与基线相比，理解和词汇结果持续增加。在研究二中，基线阶段不稳定，在干预阶段检测到的词汇平均分数差异很小，有利于对四名参与者中的三名进行基于兴趣的治疗。

结论

各项研究的结果喜忧参半，表明考虑学生特征和学习环境等背景因素的重要性。