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Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults with Autism and Intellectual Disability
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Hua, Youjia; Hendrickson, Jo M.; Therrien, William J.; Woods-Groves, Suzanne; Ries, Pamela S.; Shaw, Julia J. – Focus on Autism and Other Developmental Disabilities, 2012
Reread-Adapt and Answer-Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three…
Descriptors: Reading Programs, Reading Comprehension, Intervention, Reading Fluency
Increasing Conversational Interactions between Verbal High School Students with Autism and Their Peers without Disabilities
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Hughes, Carolyn; Bernstein, Rebekah T.; Kaplan, Lauren M.; Reilly, Caitlin M.; Brigham, Nicolette L.; Cosgriff, Joseph C.; Boykin, Michaela P. – Focus on Autism and Other Developmental Disabilities, 2013
Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual…
Descriptors: Interpersonal Communication, High School Students, Autism, Pervasive Developmental Disorders