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

Articles

Answering Wh-Questions with the Support of Graphic Organizers: Effects on 8th Graders with Autism Spectrum Disorder

  • Karin R. Kliemann (Author) Arlington Independent School District
    Karin R. Kliemann, Ph.D. is a Special Education Curriculum Coordinator for the Arlington Independent School District. Her focus is on supporting teachers in the application of evidenced based practices for students with autism as well as students with an emotional disturbance. She provides professional learning opportunities for teachers, administrators and other staff members in the areas of functionally analyzing behavior, teaching replacement behavior, and use of visual strategies for increased success. Dr. Kliemann also facilitates district-wide support services for social emotional learning for the special education department.
  • Miriam C. Boesch (Author) University of North Texas image/svg+xml
    Miriam C. Boesch, Ph.D. is an Associate Professor of Special Education in the Department of Educational Psychology at the University of North Texas. Her research focuses on augmentative and alternative communication (AAC). Specifically, Dr. Boesch engages in AAC research to assess teacher preparation needs, compare strategies suitable for individuals with autism and complex communication needs, and reduce challenging behaviors. She teaches courses on autism, intervention strategies, and behavior management. Dr. Boesch is also the co-author of the book: Implementing Effective Augmentative and Alternative Communication Practices for Students with Complex Communication Needs: A Handbook for School-Based Practitioners.
  • Endia J. Lindo (Author) Texas Christian University image/svg+xml
    Endia J. Lindo, Ph.D. is an Associate Professor of Special Education in the College of Education at Texas Christian University and core faculty in the Alice Neeley Special Education Research and Service (ANSERS) Institute. Her research focuses on improving the reading outcomes of students with disabilities. Of particular interest are approaches to teaching reading, improving the implementation and sustainability of research-based interventions, enhancing educators’ cultural competence, and understanding the influence of social and familial factors on students’ educational outcomes.
DOI
https://doi.org/10.64546/jaasep.450
Abstract
Students with an autism spectrum disorder (ASD) are being educated in general education content classrooms that use lessons directed to whole groups of students which limit use of visually presented material. For some students with ASD, having limited visual support hinders their abilities to process and comprehend material. Research shows promising results associated with the use of a graphic organizer to increase comprehension accuracy. The purpose of this study was to document the relationship between using a graphic organizer and increasing reading comprehension for students with ASD. The study used a single-subject, multiple-baseline design across participants to evaluate whether the use of a graphic organizer impacted the accuracy of answering "wh"-questions for grade-level social studies content. Participants included four eighth-grade students with ASD in an urban public school. Results supported current research by showing an increase in comprehension skills with the use of a graphic organizer.
Keywords
Autism, Grade 8, Instructional Effectiveness, Instructional Materials, Intervention, Junior High School Students
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There are 30 references in total.
How to Cite
Kliemann, K. R., Boesch, M. C., & Lindo, E. J. (2021). Answering Wh-Questions with the Support of Graphic Organizers: Effects on 8th Graders with Autism Spectrum Disorder. Journal of the American Academy of Special Education Professionals, 16(1), 89-109. https://doi.org/10.64546/jaasep.450

Winter 2021

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  • Submitted January 2, 2021
  • Published February 15, 2021
  • Issue Winter 2021
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