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Journal of Autism and Developmental Disorders

Gepubliceerd in:

16-06-2016 | Original Paper

The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions

Auteurs: Jessica N. Cadette, Cynthia L. Wilson, Michael P. Brady, Charles Dukes, Kyle D. Bennett

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2016

Abstract

Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD.

vorige artikel Phonological and Visuospatial Working Memory in Autism Spectrum Disorders

volgende artikel Parents of Children with ASD Experience More Psychological Distress, Parenting Stress, and Attachment-Related Anxiety

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Titel: The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions
Auteurs: Jessica N. Cadette
Cynthia L. Wilson
Michael P. Brady
Charles Dukes
Kyle D. Bennett
Publicatiedatum: 16-06-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-016-2825-2

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