Reading Comprehension and Autism Spectrum Disorder: a Systematic Review of Interventions Involving Single-Case Experimental Designs

• Published in: Review journal of autism and developmental disorders Vol. 8; no. 1; pp. 3 - 21
• Main Authors: Singh, Binita D., Moore, Dennis W., Furlonger, Brett E., Anderson, Angelika, Fall, Rebecca, Howorth, Sarah
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.03.2021; Springer Nature B.V
• Subjects: Autism; Autism Spectrum Disorders; Behavioral Science and Psychology; Beliefs; Child and School Psychology; Child Development; Clearinghouses; Cognitive Style; Collaboration; College Faculty; College Science; Developmental Delays; Developmental Psychology; Educational Practices; Evidence Based Practice; Executive Function; Inferences; Influence of Technology; Linguistics; Metacognition; Neurosciences; Original Article; Phonemic Awareness; Phonics; Prior Learning; Psychiatry; Psychology; Reading comprehension; Reading Difficulties; Reading Improvement; Reading Skills; Rehabilitation; Research Design; Semantics; Social Work; Systematic review; Theory of Mind; Vocabulary Skills; What Works Clearinghouse; ASD; Singe-case design; Reading comprehension
• ISSN: 2195-7177; 2195-7185
• DOI: 10.1007/s40489-020-00200-3

Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD research. These studies were then grouped into six non-exclusionary intervention categories (a) visually-cued instruction, (b) collaborative strategies, (c) metacognitive strategy instruction, (d) technology-assisted instruction, (e) adapted text, and (f) behavioural strategies. Effect size calculations indicated that visually-cued instruction, metacognitive strategy instruction, and adapted text were highly effective, while collaborative strategies and technology-assisted instruction were moderately effective. While effective interventions were identified, the need for replications that met WWC standards was noted.