Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders

• Published in: Focus on autism and other developmental disabilities Vol. 23; no. 4; pp. 217 - 228
• Main Authors: Songlee, Dalhee, Miller, Susan P., Tincani, Matt, Sileo, Nancy M., Perkins, Peggy G.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.12.2008; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Achievement tests; Adolescents; After School Programs; Autism; Behavior; Children & youth; Classrooms; Instructional Effectiveness; Learning Strategies; Nevada; Pervasive Developmental Disorders; Secondary School Students; Special education; Students with disabilities; Teaching Methods; Test Coaching; Test Wiseness; Nevada; high-functioning autism; Asperger syndrome; test-taking strategy; autism spectrum disorder; autism
• ISSN: 1088-3576; 1538-4829
• DOI: 10.1177/1088357608324714

The purpose of this study was to investigate the effects of teaching the Test-Taking Strategy to high-functioning adolescents with autism spectrum disorders (ASD) through an intensive after-school program. Four secondary students participated in the study (i.e., one 11th, one 10th, one 8th, and one 6th grader). A multiple-probe design with four phases (i.e., baseline, instruction, generalization, maintenance) was used to measure the effects of the test-taking instruction. The results of this study showed that high-functioning adolescents with ASD can successfully acquire, generalize, and maintain the use of a comprehensive test-taking strategy. In addition, both participants' and their parents' satisfaction related to the test-taking instruction was high.