Type of Document	Dissertation
Author	Whalon, Kelly J
Author's Email Address	kwhalon@garnet.acns.fsu.edu
URN	etd-11122004-201237
Title	The Effects of a Reciprocal Questioning Intervention on the Reading Comprehension of Children with Autism
Degree	Doctor of Philosophy
Department	Childhood Education, Reading and Disability Services, Department of
Advisory Committee	Advisor Name Title Mary Frances Hanline Committee Chair Bruce M. Menchetti Committee Member Howard Goldstein Committee Member Sandra Lewis Committee Member Stephanie Al Otaiba Committee Member
Keywords	Question Generation Reciprocal Comprehension Reading Autism
Date of Defense	2004-11-02
Availability	unrestricted
Abstract A multiple baseline design across participants was used to investigate the effects of reciprocal questioning strategy instruction delivered in cooperative pairs on the reading comprehension of children with autism spectrum disorder. Three children with autism spectrum disorder and 9 general education peers participated in the study. Following intervention, children with autism increased frequency of question generation and responding using a story map framework. In addition, two participants increased their performance on standardized comprehension measures. Social validity data indicated children with autism and their general education peers enjoyed the intervention; and parents perceived a change in their child’s language, reading fluency and reading comprehension skills.
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