A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs

• Published in: Review journal of autism and developmental disorders Vol. 10; no. 4; pp. 712 - 728
• Main Authors: Conner, Carlin, Allor, Jill H., Stewart, Jennifer, Kearns, Devin M., Gillespie Rouse, Amy
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.12.2023; Springer Nature B.V
• Subjects: Autism; Behavioral Science and Psychology; Child and School Psychology; Cognitive ability; Developmental Psychology; Intellectual disabilities; Language; Listening comprehension; Neurosciences; Psychiatry; Psychology; Reading comprehension; Rehabilitation; Review Paper; Rickets; Skills; Social Work; Students; Intellectual disability; Reading interventions; Intensive support needs; Reading comprehension; Reading assessment; Autism spectrum disorder; Literacy engagement
• ISSN: 2195-7177; 2195-7185
• DOI: 10.1007/s40489-022-00321-x

This literature synthesis examines empirical literature on interventions and measures used in experimental studies of reading comprehension for students with both autism spectrum disorder (ASD) and intellectual disability (ID) or intensive support needs. Eleven studies met inclusion criteria. We present the effectiveness of the interventions and the measures used to evaluate their effects. All studies were experimental, included a measure of reading comprehension and participants with ASD and IQs at least one SD below the mean. Results indicated that most interventions included strategies that are supported for struggling readers and were found similarly effective for this population. Additionally, two studies included standardized measures. The remaining studies relied on different researcher created measures of comprehension. Practical implications based on findings are discussed.