Show simple item record

dc.contributor.advisorVaughn, Sharon, 1952-
dc.contributor.advisorO'Reilly, Mark F.
dc.creatorEl Zein, Farahen
dc.date.accessioned2014-11-06T21:53:57Zen
dc.date.issued2014-08en
dc.date.submittedAugust 2014en
dc.identifier.urihttp://hdl.handle.net/2152/27169en
dc.descriptiontexten
dc.description.abstractThis study investigates the effects of implementing Collaborative Strategic Reading–High School (CSR–HS) on reading comprehension and challenging behavior outcomes for three high school students with Autism Spectrum Disorder (ASD). Using a combined single subject research design consisting of a delayed, concurrent multiple-baseline and an alternating treatments with reversal, three high school students with ASD were paired with neurotypical reading partners to learn and use reading strategies with informational text two to three times per week. The alternating treatment conditions were CSR-HS with choice of text (i.e., CSR-HS-C) and CSR-HS without the opportunity to choose the reading text (i.e., CSR-HS-NC). Daily comprehension checks were collected and visually inspected along with data on occurrences of various challenging behaviors exhibited by each participant during intervention. Fidelity of implementation was also measured. Increased reading comprehension scores and decreased incidences of challenges behaviors were detected for the three participants upon implementation of intervention conditions. As for the influence of the choice component on the measured outcomes, no clear differentiation between conditions was observed in terms of reading comprehension gains and reduction in challenging behavior across the three participants, suggesting that the addition of choice did not show an added value to CSR-HS intervention.en
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.subjectAutism Spectrum Disorder (ASD)en
dc.subjectReading comprehensionen
dc.subjectChallenging behavioren
dc.subjectCollaborative Strategic Reading (CSR)en
dc.subjectChoiceen
dc.titleAn examination of collaborative strategic reading-high school (CSR-HS) intervention in students with ASDen
dc.typeThesisen
dc.date.updated2014-11-06T21:53:57Zen
dc.description.departmentSpecial Educationen
thesis.degree.departmentSpecial Educationen
thesis.degree.disciplineSpecial Educationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record