Examining Teachers Practice: Enhancing Reading Comprehension for Students with Autism Spectrum Disorder

Year 2020, Volume: 9 Issue: 3, 287 - 307, 30.12.2020

Gina Braun , Marie Tejero Hughes

Abstract

Providing instruction to students with autism spectrum disorder (ASD) can be challenging for teachers since students can have a range of unique learning needs, particularly in the area of reading comprehension. Given that reading comprehension is a complex process requiring the use of various knowledge and skills simultaneously, many students with ASD often struggle and score significantly lower on comprehension assessments compared to their typically developing peers, as well as other peers with disabilities. Unfortunately, there is little research on the instructional practice teachers utilize in the classroom to build the comprehension of students with ASD. Thus, the primary purpose of this multi-case study was to identify the instructional practices and activities that four special education teachers used to enhance the reading comprehension of their students with ASD. To do so, the researcher conducted observations and interviews. The findings demonstrate that special education teachers have both the knowledge and skills to support their students with ASD in comprehension development through the implementation of components of evidence-based instructional practices and supports. However, there is a continued need for these teachers to find ways to both assess and deepen their students’ higher-order thinking skills related to texts. Implications and limitations are discussed.

Keywords

teacher practice, reading comprehension, autism spectrum disorder

References

• Accardo, A. L., Finnegan, E. G., Gulkus, S. P., & Papay, C. K. (2017). Teaching reading comprehension to learners with autism spectrum disorder: Predictors of teacher self-efficacy and outcome expectancy. Psychology in the Schools, 54(3), 309-323. https://doi.org/10.1002/pits.21994
• Accardo, A. L., & Finnegan, E. G. (2019). Teaching reading comprehension to learners with Autism spectrum disorder: Discrepancies between teacher and research- recommended practices. Autism, 23(1), 236-246. https://doi.org/10.1002/pits.21994
• Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162.
• Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36(2), 97-114. https://doi.org/10.1177/0888406413478637
• Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29(2), 67-79.
• Carnahan, C. R., & Williamson, P. S. (2013). Does compare-contrast text structure help students with autism spectrum disorder comprehend science text?. Exceptional Children, 79(3), 347-363. https://doi.org/10.1177/001440291307900302
• Centers for Disease Control and Prevention. (CDC) (2018). Autism Spectrum Disorder: Data and Statistics. Retrieved from https://www.cdc.gov/ncbddd/autism/data.html
• Chiang, H. M., & Lin, Y. H. (2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. Focus on Autism and other developmental disabilities, 22(4), 259-267. https://doi.org/10.1177/10883576070220040801
• Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8-17.
• Densen, L. A. V. (2010). Inside the reading class of a student diagnosed with autism: An investigation into reading instructional practices. Retrieved from ProQuest Dissertation Publishing (AAT 3420957).
• Dewitz, P., Jones, J., & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44(2), 102-126. https://doi.org/10.1598/RRQ.44.2.1
• Edmonds, M., & Briggs, K. L. (2003). The instructional content emphasis instrument: Observations of reading instruction. In S. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 31–52), Baltimore, MD: Brookes Publishing.
• El Zein, F., Solis, M., Vaughn, S., & McCulley, L. (2014). Reading comprehension interventions for students with autism spectrum disorders: A synthesis of research. Journal of Autism and Developmental Disorders, 44(6), 1303-1322. https://doi.org/10.1007/s10803-013-1989-2
• Finnegan, E. G., & Accardo, A. L. (2018). Understanding character perspective: Strategies to support students with autism spectrum disorder. The Reading Teacher, 72(1), 71-80. https://doi.org/10.1002/trtr.1682
• Finnegan, E., & Mazin, A. L. (2016). Strategies for increasing reading comprehension skills in students with autism spectrum disorder: A review of the literature. Education and Treatment of Children, 39(2), 187-219. doi: 10.1353/etc.2016.0007
• Flores, M. M., & Ganz, J. B. (2007). Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251. https://doi.org/10.1177/10883576070220040601
• Ganz, J. B., & Flores, M. M. (2009). The effectiveness of direct instruction for teaching language to children with autism spectrum disorders: Identifying materials. Journal of Autism and Developmental Disorders, 39(1), 75-83. https://doi.org/10.1007/s10803-008-0602-6
• Individuals with Disabilities Education Act (IDEA), 20 USC. § 1400 (2004)
• Johnson, D. R. (2018). Effectiveness of special education teacher preparation programs to teach students with autism spectrum disorders (ASD) in a medium southeastern Maryland school district (Doctoral Dissertation) Retrieved from ProQuest. (10816537)
• Karim, F. P. (2009). The effectiveness of instructional strategies used for children with autism. Retrieved from: ProQuest Dissertation Publishing (AAT 3355018).
• Knight, V. F. (2010). Effects of supported electronic text and explicit instruction on Science comprehension by students with autism spectrum disorder. Retrieved from: ProQuest Dissertation Publishing (AAT 3422667).
• Knight, V. F., & Sartini, E. (2014). A comprehensive literature review comprehension strategies in core content areas for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(5), 1213-1229.
• Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14. https://doi.org/10.1177/1088357618755694
• Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. https://doi.org/10.1177/0014402915598782
• Markelz, A., Riden, B., & Scheeler, M. C. (2017). Generalization training in special education teacher preparation: Does it exist?. Teacher Education and SpecialEducation, 40(3), 179-193. https://doi.org/10.1177/0888406417703752
• Mastropieri, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Merrill.
• McIntyre, N. S., Solari, E. J., Grimm, R. P., Lerro, L. E., Gonzales, J. E., & Mundy, P. C. (2017). A comprehensive examination of reading heterogeneity in students with high functioning autism: Distinct reading profiles and their relation to autism symptom severity. Journal of Autism and Developmental Disorders, 47(4), 1086-1101. https://doi.org/10.1007/s10803-017-3029-0
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Hoboken, NJ: John Wiley & Sons.
• Murphy, P. K., Wilkinson, I. A., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009). Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740-764. doi:10.1037/a0015576
• Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36(7), 911. https://doi.org/10.1007/s10803-006-0130-1
• National Reading Panel (US), & National Institute of Child Health and Human Development (US). (2000). Report of the National Reading Panel: Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health. Retrieved from: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
• Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension. Research in the Teaching of English, 40(4), 392-412. Retrieved from: http://www.jstor.org/stable/40171709
• Rockwell, S. B., Griffin, C. C., & Jones, H. A. (2011). Schema-based strategy instruction in mathematics and the word problem-solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95.
• Sartini, E., Knight, V. F., Spriggs, A. D., & Allday, R. A. (2018). Generalization strategies to promote text comprehension skills by students with ASD in core content areas. Focus on Autism and Other Developmental Disabilities, 33(3), 150-159.
• Singh, B. D., Moore, D. W., Furlonger, B. E., Anderson, A., Busacca, M. L., & English, D. L. (2017). Teaching reading comprehension skills to a child with autism using behaviour skills training. Journal of autism and developmental disorders, 47(10), 3049-3058. https://doi.org/10.1007/s10803-017-3229-7
• Snow, C. E. (2002). Reading for understanding: Towards a research and development program in reading comprehension. Santa Mónica, CA: Rand Reading Study Group.
• Stahl, S.A. (2005). Four problems with teaching word meanings. In E. H. Hiebert & M. L. Kamil (Eds). Book: Teaching and Learning Vocabulary: Bringing Research to Practice (pp. 95-113). New York, NY, Routledge.
• Stake, R. (2006). Multiple Case Study Analysis. Guildford Press.
• Syriopoulou-Delli, C. K., Cassimos, D. C., Tripsianis, G. I., & Polychronopoulou, S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(5), 755-768. doi: 10.1007/s10803-011-1309-7
• US Department of Education. (2018). Institute of Education Sciences, National Center for Education Statistics. Retrieved from: https://nces.ed.gov/programs/coe/indicator_cgg.asp
• Van Riper, I. (2010). The effects of the directed reading-thinking activity on reading comprehension skills of middle school students with autism. Retrieved from: ProQuest Dissertation Publishing (AAT 3414553).
• Wang, P., & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 318-342.
• Whalon, K. (2018). Enhancing the Reading Development of Learners with Autism Spectrum Disorder. In Seminars in Speech and Language 39(02), 144-157.
• Whalon, K., & Hanline, M. F. (2008). Effects of a reciprocal questioning intervention on the question generation and responding of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 367-387. https://www.jstor.org/stable/23879798
• Williamson, R. (2012). Coaching Teachers: An Important Principal Role. Research into Practice. Education Partnerships, Inc. Retrieved from: https://files.eric.ed.gov/fulltext/ED538322.pdf
• Wolstencroft, J., Robinson, L., Srinivasan, R., Kerry, E., Mandy, W., & Skuse, D. (2018). A systematic review of group social skills interventions, and meta-analysis of outcomes, for children with high functioning ASD. Journal of autism and developmental disorders, 48(7), 2293-2307.
• Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226. doi:10.1002/rrq.163
• Yin, R. K. (2017). Case study research and applications: Design and methods. London, UK: Sage.