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

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Abstract

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.

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  1. School of Education and Human Development, University of Virginia, Charlottesville, VA, USA

    Carlin Conner

  2. Southern Methodist University, University Park, TX, USA

    Jill H. Allor, Jennifer Stewart & Amy Gillespie Rouse

  3. University of Connecticut, Mansfield, MA, USA

    Devin M. Kearns

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Conner, C., Allor, J.H., Stewart, J. et al. A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs. Rev J Autism Dev Disord 10, 712–728 (2023). https://doi.org/10.1007/s40489-022-00321-x

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