A Synthesis of Reading Comprehension Interventions and Measures for Students With Autism Spectrum Disorder and Intensive Support Needs
Review Journal of Autism and Developmental Disorders
Conner, C., Allor, J. H., et al. (2023).
Review Journal of Autism and Developmental Disorders, 10(4), 712-728.
This systematic review investigates the effects of instructional interventions on reading comprehension in students, kindergarten through 12th grade, on the autism spectrum who have intensive support needs (e.g., comorbid diagnosis of intellectual disability, below average adaptive scores).
Not stated
2004 to July 2021
Experimental study designs that included a measure of reading comprehension
11
Instructional interventions demonstrated associations with improved effects in reading comprehension for students on the autism spectrum. Five studies investigating published interventions [i.e., Direct Instruction reading programs, <em>Book Builder</em>, and <em>Reading to Engage Children with Autism in Language and Learning (RECALL)</em>] reported positive reading comprehension outcomes for the majority of students. Six studies investigating the effects of researcher-created interventions (i.e., visual strategies and prompts, graphic organizers, questioning and cueing strategies, social story and perspective taking, and modification to include the student's interests) found a positive functional relationship between the intervention and reading comprehension outcomes for the majority of participants. The authors note limitations including the small sample of studies, the variety of strengths and weaknesses of the students, and the lack of a common reading comprehension measure across studies. Additional research is warranted.
