Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders

Research in Autism Spectrum Disorders

Volumn 7, Issue 4, 2013, Pages 526-540

  Schenning, Heather ^a   Knight, Victoria ^b   Spooner, Fred ^c  

^a Alexander Graham Middle School   (United States)

^b UNIVERSITY OF KENTUCKY   (United States)

^c UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

Access to general curriculum; Moderate and severe disabilities; Moderate disability; Severe disability; Social studies

Indexed keywords

ARTICLE; AUTISM; CHILD; CITIZENSHIP; COMPREHENSION; CONTROLLED STUDY; CURRICULUM DEVELOPMENT; DISEASE SEVERITY; ECONOMICS; FEMALE; GEOGRAPHIC DISTRIBUTION; GOVERNMENT; HUMAN; INTELLIGENCE QUOTIENT; LEARNING; MAJOR CLINICAL STUDY; MALE; MIDDLE SCHOOL STUDENT; PRIORITY JOURNAL; SCHOOL CHILD; SOCIAL PSYCHOLOGY;

EID: 84872871482     PISSN: 17509467     EISSN: 18780237     Source Type: Journal    
DOI: 10.1016/j.rasd.2012.12.007     Document Type: Article

References (43)

1. K.M. Ayres, K.A. Lowrey, K.H. Douglas, and C. Sievers I can identify Saturn but I can't brush my teeth: What happens when the curricular focus for students with severe disabilities shifts Education and Training in Autism and Developmental Disabilities 46 2011 11 21
2. K.M. Ayres, K.A. Lowrey, K.H. Douglas, and C. Sievers The question still remains: What happens when the curricular focus for students with severe disabilities shifts: A reply to Courtade, Spooner, Browder, and Jimenez (2012) Education and Training in Autism and Developmental Disabilities 47 2012 14 22
3. S.W. Bednarz, I.M. Miyares, M.C. Schug, and C.S. White World cultures and geography: Western hemisphere and Europe 2003 McDougal Littell/Houghton Mifflin Boston, MA
4. D.M. Browder, L. Ahlgrim-Delzell, F. Spooner, P.J. Mims, and J.N. Baker Using time delay to teach picture and word recognition to identify evidence-based practice for students with severe developmental disabilities Exceptional Children 75 2009 343 364
5. D.M. Browder, F. Spooner, L. Ahlgrim-Delzell, A. Harris, and S. Wakeman A meta-analysis on teaching mathematics to students with significant cognitive disabilities Exceptional Children 74 2008 407 432
6. D.M. Browder, F. Spooner, S. Wakeman, K. Trela, and J.N. Baker Aligning instruction with academic content standards: Finding the link Research and Practice for Persons with Severe Disabilities 31 2006 309 321
7. D.M. Browder, F. Spooner, and T.L. Zakas Social studies D.M. Browder, F. Spooner, Teaching students with moderate and severe disabilities 2011 Guilford New York, NY 222 240
8. D.M. Browder, K. Trela, G.R. Courtade, B.A. Jimenez, V. Knight, and C. Flowers Teaching mathematics and science standards to students with moderate and severe developmental disabilities The Journal of Special Education 2010 10.1177/0022466910369942 Advance online publication
9. D.M. Browder, S.Y. Wakeman, C. Flowers, R.J. Rickelman, D. Pugalee, and M. Karvonen Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept The Journal of Special Education 41 2007 2 16
10. D.M. Browder, S.Y. Wakeman, F. Spooner, L. Ahlgrim-Delzell, and B. Algozzine Research on reading instruction for individuals with significant cognitive disabilities Exceptional Children 72 2006 392 408 (Pubitemid 44126402)
11. R. Cameto, A.-M. Knokey, K. Nagle, C. Sanford, J. Blackorby, B. Sinclair, and D. Riley State profiles on alternate assessments based on alternate achievement standards. A report from the national study on alternate assessments (NCSER 2009-3013) 2009 SRI International Menlo Park, CA
12. D.W. Carnine, J. Silbert, E.J. Kame'enui, and S.G. Tarver Direct instruction reading 4th ed. 2004 Prentice Hall Upper Saddle River, NJ
13. J.O. Cooper, T.E. Heron, and W.L. Heward Applied behavior analysis 2nd ed. 2007 Pearson Education Upper Saddle River, NJ
14. G.R. Courtade, D.M. Browder, F. Spooner, and W. DiBiase Training teachers to use an inquiry-based task analysis to teach science to students with moderate and severe disabilities Education and Training in Autism and Developmental Disabilities 45 2010 378 399
15. G. Courtade, F. Spooner, D.M. Browder, and B. Jimenez Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, &Sievers (2011) Education and Training in Autism and Developmental Disabilities 47 2012 3 13
16. M.D. Coyne, E.J. Kame'enui, and D.W. Carnine Effective teaching strategies that accommodate diverse learners 3rd ed. 2007 Pearson Education, Inc. Upper Saddle River, NJ
17. R. Dumont, J. Willis, and J.M. Sattler Differential ability scales J.M. Sattler, Assessment of children: Cognitive applications 4th ed. 2001 Jerome M. Sattler San Diego, CA
18. E. Dugan, D. Kamps, B. Leonard, N. Watkins, A. Rheinberger, and J. Stackhaus Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers Journal of Applied Behavior Analysis 28 1995 175 188
19. M.M. Flores, and J.B. Ganz Effects of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays Focus on Autism and Other Developmental Delays 22 2007 244 251
20. J.B. Ganz, and M.M. Flores The effectiveness of direct instruction for teaching language to children with autism spectrum disorders: Identifying materials Journal of Autism and Developmental Disorders 39 2009 75 83
21. D.L. Gast Single-subject research in behavioral sciences 2010 Routledge New York, NY
22. S.E. Gately Facilitating reading comprehension for students on the autism spectrum TEACHING Exceptional Children 40 3 2008 40 45
23. J.W. Halle, and S.K. Dymond Inclusive education: A necessary prerequisite to accessing the general curriculum Research and Practice for Persons with Severe Disabilities 33-34 2008-2009 196 198
24. R.D. Horner, and D.M. Baer Multiple-probe technique: A variation of the multiple baseline Journal of Applied Behavior Analysis 11 1978 189 196
25. P. Hunt, J. McDonnell, and M.A. Crockett Reconciling an ecological curricular framework focusing on quality of life outcomes with the development and instruction of standards-based academic goals Research & Practice for Persons with Severe Disabilities 37 2012 139 152
26. Individuals with Disabilities Improvement Act (IDEA) Amendments of 2004. Pub. L. No. 108-466, 118 Stat. 2647 (2004).
27. Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R., & Wood, C. L. Using graphic organizers and systematic instruction to teach science concepts to students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, in press.
28. Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc-scd.pdf.
29. D.M. Memory, C.Y. Yoder, K.B. Bolinger, and W.J. Warren Creating thinking and inquiry tasks that reflect the concerns and interests of adolescents Social Studies 95 2004 147 154
30. M.M. Mueller, C.M. Palkovic, and C.S. Maynard Errorless learning: Review and practical application for teaching children with pervasive developmental disorders Psychology in the Schools 44 2007 691 700
31. National Autism Center. (2010). National standards project. Retrieved from http://www.nationalautismcenter.org/pdf/nsp-report-overview.pdf.
32. National Council for the Social Studies. (2002). National standards for social studiesteachers: Vol. 1. Retrieved from http://www.socialstudies.org/ standards/teacher%20standards.
33. D.E. Newby, and E.L. Higgs Using inquiry to teach social studies The Charter Schools Resource Journal 1 1 2005 20 31
34. No Child Left Behind Act of, 2001. Pub. L. No. 107-110, 115 Stat. 1425 (2002).
35. K.A. Quill Instructional considerations for young children with autism. The rational for visually cued instruction Journal of Autism and Developmental Disorders 27 1997 697 714 (Pubitemid 128713331)
36. F. Spooner, and D.M. Browder Why teach the general curriculum D.M. Browder, F. Spooner, Teaching reading, math, and science to students with significant cognitive disabilities 2006 Paul H. Brookes Baltimore, MD 1 13
37. F. Spooner, S.K. Dymond, A. Smith, and C.H. Kennedy What we know and need to know about accessing the general curriculum for students with significant cognitive disabilities Research and Practice for Persons with Severe Disabilities 31 2006 277 283
38. F. Spooner, V. Knight, D.M. Browder, B. Jimenez, and W. DiBiase Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities Research and Practice for Persons with Severe Disabilities 36 2011 62 75
39. F. Spooner, V.F. Knight, D.M. Browder, and B.R. Smith Evidence-based practices for teaching academic skills to students with severe developmental disabilities Remedial and Special Education 33 2012 374 387 10.1177/ 0741932511421634
40. C.S. Sunal, and D.W. Sunal Teacher candidates' conceptualization of guided inquiry and lesson planning in social studies following web-assisted instruction Theory and Research in Special Education 31 2003 243 264 (Pubitemid 36767321)
41. R.W. Woodcock, and M.B. Johnson Woodcock-Johnson test of cognitive ability 3rd ed. 1990 Riverside Publishing Itasca, IL
42. R.W. Woodcock, K.S. McGrew, and N. Mather Woodcock-Johnson III tests of achievement 2001 Riverside Rolling Meadows, IL
43. Zakas, T. L. (2010). Teaching social studies content to students with autism using a graphic organizer intervention. Unpublished doctoral dissertation, University of North Carolina at Charlotte.