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general educati<strong>on</strong> peer took turns reading<br />
<strong>on</strong>e storybook aloud during each sessi<strong>on</strong>. Before<br />
reading, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher prompted <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
students to ask <str<strong>on</strong>g>the</str<strong>on</strong>g>ir friend questi<strong>on</strong>s, “It is<br />
time to read with your friend. Remember to<br />
ask each o<str<strong>on</strong>g>the</str<strong>on</strong>g>r questi<strong>on</strong>s while you read.” The<br />
researcher provided no guidance or prompts<br />
related to questi<strong>on</strong> generati<strong>on</strong>. Also, throughout<br />
baseline, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher provided students<br />
with stickers <strong>on</strong> a SCORE chart as cooperative<br />
behaviors were observed.<br />
Interventi<strong>on</strong>. On <str<strong>on</strong>g>the</str<strong>on</strong>g> first day of <str<strong>on</strong>g>the</str<strong>on</strong>g> cooperative<br />
pairs interventi<strong>on</strong> c<strong>on</strong>diti<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher<br />
r<strong>and</strong>omly assigned <str<strong>on</strong>g>the</str<strong>on</strong>g> child with<br />
ASD to <strong>on</strong>e of <str<strong>on</strong>g>the</str<strong>on</strong>g> three typical peers participating<br />
in <str<strong>on</strong>g>the</str<strong>on</strong>g> study. On each successive day,<br />
general educati<strong>on</strong> participants were rotated.<br />
Participants had access to <str<strong>on</strong>g>the</str<strong>on</strong>g> following materials:<br />
(a) copies of a storybook from Marc<br />
Brown’s Author series for each participant,<br />
(b) laminated self-m<strong>on</strong>itoring checklist <strong>and</strong><br />
vis-à-vis pen, (c) story cards c<strong>on</strong>taining elements<br />
of a story, corresp<strong>on</strong>ding picture, <strong>and</strong><br />
generic questi<strong>on</strong> (d) questi<strong>on</strong> word cards<br />
(i.e., who, what, when, where, why <strong>and</strong> how),<br />
<strong>and</strong> (e) a manipulative velcro storyboard (see<br />
Figures 1-3). Also, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher c<strong>on</strong>tinued to<br />
provide students with stickers <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> SCORE<br />
chart after students dem<strong>on</strong>strated a behavior<br />
c<strong>on</strong>sistent with <str<strong>on</strong>g>the</str<strong>on</strong>g> SCORE curriculum. Sessi<strong>on</strong>s<br />
took place four days a week for approximately<br />
40 minutes.<br />
The researcher began instructi<strong>on</strong> by verbally<br />
“walking” <str<strong>on</strong>g>the</str<strong>on</strong>g> students through each<br />
mental process used to c<strong>on</strong>struct a questi<strong>on</strong><br />
during reading. When generating a questi<strong>on</strong>,<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> researcher placed <str<strong>on</strong>g>the</str<strong>on</strong>g> story card illustrating<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> relevant element of a story <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
Velcro storyboard followed by <str<strong>on</strong>g>the</str<strong>on</strong>g> appropriate<br />
questi<strong>on</strong> card (see Figure 3). After reading<br />
four pages of <str<strong>on</strong>g>the</str<strong>on</strong>g> book, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher asked<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> children, “Who wants to ask a questi<strong>on</strong>?”<br />
At that point, questi<strong>on</strong>ing was alternated between<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> two children <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher.<br />
The following is a detailed descripti<strong>on</strong> of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
initial interventi<strong>on</strong> sessi<strong>on</strong> as it distinctly related<br />
to reciprocal questi<strong>on</strong>ing (i.e., <str<strong>on</strong>g>the</str<strong>on</strong>g> During<br />
Reading step <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> checklist in Figure 2).<br />
1. The researcher explained: “Good questi<strong>on</strong>s<br />
start with a questi<strong>on</strong> word such as<br />
who, what, when, where, why, <strong>and</strong> how.<br />
Also, a good questi<strong>on</strong> asks about important<br />
374 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008<br />
elements of <str<strong>on</strong>g>the</str<strong>on</strong>g> story such as, setting, characters,<br />
events, a problem, or a soluti<strong>on</strong>”<br />
while pointing to <str<strong>on</strong>g>the</str<strong>on</strong>g> story cards shown in<br />
Figure 1. The researcher <str<strong>on</strong>g>the</str<strong>on</strong>g>n read <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
generic questi<strong>on</strong> from story cards aloud.<br />
2. The researcher presented <str<strong>on</strong>g>the</str<strong>on</strong>g> story cards<br />
c<strong>on</strong>taining <str<strong>on</strong>g>the</str<strong>on</strong>g> elements of a story, corresp<strong>on</strong>ding<br />
picture <strong>and</strong> generic questi<strong>on</strong>s as<br />
well <str<strong>on</strong>g>the</str<strong>on</strong>g> removable questi<strong>on</strong> words (See<br />
Figure 3).<br />
3. The researcher read <str<strong>on</strong>g>the</str<strong>on</strong>g> story, stopping to<br />
ask questi<strong>on</strong>s before turning each page.<br />
4. The researcher asked questi<strong>on</strong>s by picking<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong> word, looking at <str<strong>on</strong>g>the</str<strong>on</strong>g> book,<br />
<strong>and</strong> restating what was read. For example,<br />
“I just found out what Arthur has for homework,<br />
so I can ask a questi<strong>on</strong> about an event<br />
because it is something <str<strong>on</strong>g>the</str<strong>on</strong>g> character has to<br />
do [<str<strong>on</strong>g>the</str<strong>on</strong>g> researcher placed <str<strong>on</strong>g>the</str<strong>on</strong>g> event card<br />
<strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> storyboard] (see Figure 3). Because<br />
I want to ask about ‘what’ Arthur has for<br />
homework, I will start my questi<strong>on</strong> with<br />
‘what’ [researcher placed <str<strong>on</strong>g>the</str<strong>on</strong>g> what card <strong>on</strong><br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> storyboard]. So, my questi<strong>on</strong> is ‘What<br />
does Arthur have for homework?’” Or, if<br />
restating what was read would lead to a<br />
resp<strong>on</strong>se, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher made a generic<br />
statement followed by a questi<strong>on</strong> such as<br />
“Wow, Arthur has a problem. What is<br />
Arthur’s problem?” Table 4 provides examples<br />
of researcher dialogue related to all<br />
five elements of a story including questi<strong>on</strong>s,<br />
questi<strong>on</strong> words, <strong>and</strong> think aloud discussi<strong>on</strong>s.<br />
5. The researcher directed <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong> (generated<br />
in step 4 immediately above) to <strong>on</strong>e<br />
of <str<strong>on</strong>g>the</str<strong>on</strong>g> students. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student resp<strong>on</strong>ded to<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong> correctly, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher<br />
praised <str<strong>on</strong>g>the</str<strong>on</strong>g> student. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student resp<strong>on</strong>ded<br />
incorrectly, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher provided<br />
corrective feedback by putting <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
student’s resp<strong>on</strong>se in c<strong>on</strong>text <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>n<br />
modeling <str<strong>on</strong>g>the</str<strong>on</strong>g> appropriate answer by locating<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> answer in <str<strong>on</strong>g>the</str<strong>on</strong>g> text. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student<br />
failed to resp<strong>on</strong>d in five sec<strong>on</strong>ds or repeated<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher rephrased<br />
for clarity or used restated using<br />
binary choice. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student did not resp<strong>on</strong>d<br />
or resp<strong>on</strong>ded inappropriately, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
researcher provided corrective feedback<br />
<strong>and</strong> put <str<strong>on</strong>g>the</str<strong>on</strong>g> resp<strong>on</strong>se in c<strong>on</strong>text, <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>n<br />
explained <str<strong>on</strong>g>the</str<strong>on</strong>g> correct answer. The scaffolding<br />
procedures are outlined in Table 5.