The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder
Author:
Funder
Purdue University
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10803-024-06525-w.pdf
Reference32 articles.
1. Alison, C., Root, J. R., Browder, D. M., & Wood, L. (2017). Technology-based shared story reading for students with autism who are English-language learners. Journal of Special Education Technology, 32, 91–101. https://doi.org/10.1177/0162643417690606
2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
3. Boyle, S. A., McNaughton, D., & Chapin, S. E. (2019). Effects of shared reading on the early literacy language and literacy skills of children with autism spectrum disorders: A systematic review. Focus on Autism and Other Developmental Disabilities, 34(4), 205–214. https://doi.org/10.1177/1088357619838276
4. Browder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate to severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22, 206–219. https://doi.org/10.1177/10883576070220040301
5. Browder, D. M., Mims, P., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33, 3–12.
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