Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports

  • James E. Gentry (Author) Tarleton State University image/svg+xml
  • Pam Lindsey (Author) Tarleton State University
DOI
https://doi.org/10.64546/jaasep.165
Abstract
This descriptive action research experience with case study procedures examined the use of best practices paired with assistive technologies as interventions to individualize fiction reading instruction for a high-functioning elementary student, JB (pseudonym), diagnosed with autistic spectrum disorder. JB’s instructional, reading goals were to correctly indentify (a) unknown vocabulary words, (b) words with multiple meanings, (c) idiom phrases, and (d) comprehend main story grammar elements within a fictional story line. Also, JB’s teachers wanted to see if JB understood (e) characterization within a fictional story. JB’s experience reading a fictional text with assistive technological support to accomplish reading skill objectives is described and evaluated by his teachers and researchers.
Keywords
Reading Instruction, Educational Technology, Technology Uses in Education, Autism, Pervasive Developmental Disorders, Assistive Technology
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How to Cite
Gentry, J. E., & Lindsey, P. (2012). Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports. Journal of the American Academy of Special Education Professionals, 7(1), 61-87. https://doi.org/10.64546/jaasep.165

Winter 2012

Article Information

  • Article Type Articles
  • Submitted January 14, 2012
  • Published February 15, 2012
  • Issue Winter 2012
  • Section Articles
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