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Data Collecti<strong>on</strong><br />
All sessi<strong>on</strong>s were videotaped using a digital<br />
camcorder <strong>and</strong> downloaded to a computer for<br />
analysis. The researcher transcribed, <str<strong>on</strong>g>the</str<strong>on</strong>g>n<br />
coded <strong>and</strong> graphed <str<strong>on</strong>g>the</str<strong>on</strong>g> data to include <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
frequency of student generated questi<strong>on</strong>s <strong>and</strong><br />
resp<strong>on</strong>ses, <strong>and</strong> researcher prompting.<br />
Procedure<br />
Pre-Baseline. A 2-sessi<strong>on</strong> pre-baseline phase<br />
was included to determine <str<strong>on</strong>g>the</str<strong>on</strong>g> impact of preinstructi<strong>on</strong><br />
procedures <strong>on</strong> participant questi<strong>on</strong><br />
generati<strong>on</strong> <strong>and</strong> resp<strong>on</strong>ding. In pre-baseline,<br />
each child with ASD <strong>and</strong> <strong>on</strong>e general educati<strong>on</strong><br />
peer took turns reading a storybook aloud. One<br />
book was read each sessi<strong>on</strong> of pre-baseline, taking<br />
approximately 20 minutes. The general educati<strong>on</strong><br />
peer was selected r<strong>and</strong>omly each day<br />
from a c<strong>on</strong>sistent group of three general educati<strong>on</strong><br />
peers for each child with ASD. Before reading,<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> researcher prompted <str<strong>on</strong>g>the</str<strong>on</strong>g> students to ask<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g>ir friend questi<strong>on</strong>s, “It is time to read with<br />
your friend. Remember to ask each o<str<strong>on</strong>g>the</str<strong>on</strong>g>r questi<strong>on</strong>s<br />
while you read.” The researcher provided<br />
no guidance or prompts related to questi<strong>on</strong><br />
generati<strong>on</strong>.<br />
Figure 1. Story cards<br />
372 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008<br />
Elements of a story instructi<strong>on</strong>. Elements of a<br />
story instructi<strong>on</strong> occurred after pre-baseline<br />
<strong>and</strong> seven school days prior to baseline. This<br />
instructi<strong>on</strong> ensured that participants had a<br />
preliminary underst<strong>and</strong>ing of <str<strong>on</strong>g>the</str<strong>on</strong>g> setting,<br />
characters, events, problem <strong>and</strong> soluti<strong>on</strong> of a<br />
story. To be eligible to begin baseline, students<br />
were required to accurately match 80%<br />
of note cards to <str<strong>on</strong>g>the</str<strong>on</strong>g> appropriate element of a<br />
story card. All students met criteria by <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
sec<strong>on</strong>d day of instructi<strong>on</strong>. Details <strong>on</strong> teaching<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> elements of a story follow.<br />
During <str<strong>on</strong>g>the</str<strong>on</strong>g> first day, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher taught<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> elements of a story to each child with ASD<br />
in a group with three general educati<strong>on</strong> peers.<br />
The researcher reviewed <str<strong>on</strong>g>the</str<strong>on</strong>g> elements of a<br />
story (i.e., setting, characters, event, problem<br />
<strong>and</strong> soluti<strong>on</strong>) using <str<strong>on</strong>g>the</str<strong>on</strong>g> familiar story, Goldilocks<br />
<strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> Three Bears. Participants were<br />
asked questi<strong>on</strong>s about each element using <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
tag board materials <strong>and</strong> story cards shown in<br />
Figure 1. Table 3 includes examples of questi<strong>on</strong>s<br />
related to each story element. If students<br />
had difficulty answering any of <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong>s,<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> researcher modeled looking up <str<strong>on</strong>g>the</str<strong>on</strong>g> answer<br />
in <str<strong>on</strong>g>the</str<strong>on</strong>g> storybook.<br />
Next, each participant was given five note-