The Effects of Functional Reading Activities to Motivate and Empower for Autistic Young Adults: A Single-Case Design Study.

IF 2.3 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Alison Prahl
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Abstract

Purpose: The purpose of this study was to examine the effects of Functional Reading Activities to Motivate and Empower (FRAME) on use of reading comprehension strategies in intellectually and/or developmentally disabled young adults.

Method: A single-case, multiple-probe design across functional literacy stimuli (e.g., text messages, e-mails) was replicated across three intellectually or developmentally disabled 23- to 26-year-old young adults, all of whom had a primary diagnosis of autism. Within FRAME, reading comprehension strategies were taught and practiced within the context of functional texts or activities of daily living that involve written language (e.g., text messages, e-mails). Each session followed the teach-model-coach-review approach and was conducted via telepractice. Participants' use of reading comprehension strategies was measured in baseline, intervention, maintenance, and with generalization probes.

Results: Visual analysis of the data indicated a functional relation between FRAME and the use of reading comprehension strategies for two of the three autistic young adults. All participants maintained increased use of reading comprehension strategies post-intervention.

Conclusions: This study provides preliminary evidence that FRAME is associated with improved use of reading comprehension strategies that maintains over time. Thus, FRAME has the potential to support continued improvement of functional reading skills throughout the lifespan, which is critical as autistic individuals make the transition from adolescence to adult life. Further research is needed to evaluate the effects of the intervention on more distal outcomes of written language and to examine how to best tailor the intervention to individual differences to optimize outcomes.

Supplemental material: https://doi.org/10.23641/asha.26882422.

功能性阅读活动对自闭症青少年的激励和赋权效果:单例设计研究。
目的:本研究旨在探讨激励和赋权功能性阅读活动(FRAME)对智障和/或发育障碍青少年使用阅读理解策略的影响:方法:在三位智力或发育障碍的 23 至 26 岁的年轻人中,对功能性阅读刺激(如短信、电子邮件)进行了单案例、多探究设计,所有这些人的主要诊断都是自闭症。在 FRAME 中,阅读理解策略是在涉及书面语言的功能性文本或日常生活活动(如短信、电子邮件)的背景下进行教授和练习的。每节课都采用 "教学-示范-辅导-复习 "的方法,并通过远程练习进行。对参与者使用阅读理解策略的情况进行了基线、干预、维持和推广测试:对数据的直观分析表明,FRAME 与三名自闭症青少年中两人使用阅读理解策略之间存在功能关系。所有参与者在干预后都保持了更多阅读理解策略的使用:本研究提供了初步证据,证明 FRAME 与阅读理解策略的使用改善有关,而且这种改善会随着时间的推移而持续。因此,FRAME 有可能帮助自闭症患者在整个生命周期内持续提高功能性阅读技能,这对于自闭症患者从青春期过渡到成年生活至关重要。还需要进一步的研究来评估干预对书面语言更远端结果的影响,并研究如何根据个体差异对干预进行最佳调整,以优化结果。补充材料:https://doi.org/10.23641/asha.26882422。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
American Journal of Speech-Language Pathology
American Journal of Speech-Language Pathology AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION
CiteScore
4.30
自引率
11.50%
发文量
353
审稿时长
>12 weeks
期刊介绍: Mission: AJSLP publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology. AJSLP seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.
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