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4-45). Because <str<strong>on</strong>g>the</str<strong>on</strong>g> No Child Left Behind Act<br />
(NCLB, 2002) calls for evidence-based strategies<br />
identified by <str<strong>on</strong>g>the</str<strong>on</strong>g> NRP to teach reading<br />
<strong>and</strong> children with disabilities have access to<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> general educati<strong>on</strong> curriculum through<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> Individuals with Disabilities Educati<strong>on</strong> Act<br />
(IDEA) (34. C.F.R. & 300.26(b)(3)(ii), research<br />
<strong>on</strong> how to facilitate <str<strong>on</strong>g>the</str<strong>on</strong>g> learning of<br />
children with ASD using strategies appropriate<br />
for <str<strong>on</strong>g>the</str<strong>on</strong>g> general populati<strong>on</strong> is needed.<br />
In a review of <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong> generati<strong>on</strong> literature,<br />
Rosenshine, Meister, <strong>and</strong> Chapman<br />
(1996) determined that studies providing procedural<br />
checklists, visual cues, signal words<br />
<strong>and</strong> generic questi<strong>on</strong>s or questi<strong>on</strong> stems as<br />
prompts produced positive effects (Rosenshine<br />
et al.). These are strategies deemed effective<br />
for teaching a variety of skills. Specifically,<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> use of visuals (Krantz, MacDuff, &<br />
McClannahan, 1993; MacDuff, Krantz, & Mc-<br />
Clannahan, 1993; Pierce & Schreibman,<br />
1994), scripts (Krantz & McClannahan, 1993,<br />
1998; Mats<strong>on</strong>, Sevin, Box, Francis, & Sevin,<br />
1993; Sarokoff, Taylor, & Pouls<strong>on</strong>, 2001;<br />
Stevens<strong>on</strong>, Krantz, & McClannahan, 2000),<br />
<strong>and</strong> self-m<strong>on</strong>itoring (Koegel & Frea, 1993;<br />
Koegel, Koegel, Hurley, & Frea, 1992; Mancina,<br />
Tankersley, Kamps, Kravits, & Parrett,<br />
2000) have been effective in increasing independence,<br />
social communicati<strong>on</strong>, <strong>and</strong> prosocial<br />
behaviors of children with ASD.<br />
The availability of self-m<strong>on</strong>itoring, visuals,<br />
<strong>and</strong> scripts during reading comprehensi<strong>on</strong> instructi<strong>on</strong><br />
may elicit gains in reading achievement<br />
for <str<strong>on</strong>g>the</str<strong>on</strong>g> general educati<strong>on</strong> populati<strong>on</strong>,<br />
children with effective decoding but limited<br />
comprehensi<strong>on</strong> skills, <strong>and</strong> potentially children<br />
with ASD. Hence, it is not surprising that<br />
researchers have encouraged teachers of children<br />
with ASD to use visual cues <strong>and</strong> checklists<br />
to augment receptive <strong>and</strong> expressive communicati<strong>on</strong><br />
(Mirenda & Eriks<strong>on</strong>, 2000; Quill,<br />
1995) <strong>and</strong> promote independence (Koegel,<br />
Koegel, & Parks, 1995; Quill). What remains<br />
unclear is whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r <str<strong>on</strong>g>the</str<strong>on</strong>g> use of <str<strong>on</strong>g>the</str<strong>on</strong>g>se instructi<strong>on</strong>al<br />
practices will prove successful in interventi<strong>on</strong>s<br />
focusing <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> reading comprehensi<strong>on</strong><br />
of children with ASD.<br />
In this study, we used an adapted guided<br />
reciprocal questi<strong>on</strong>ing interventi<strong>on</strong> (See<br />
King, 1994; King & Rosenshine, 1993) coupled<br />
with self-m<strong>on</strong>itoring <strong>and</strong> visual cues to<br />
teach children with ASD to ask <strong>and</strong> resp<strong>on</strong>d to<br />
questi<strong>on</strong>s using a story map framework while<br />
taking turns reading with a general educati<strong>on</strong><br />
peer. The following research questi<strong>on</strong>s were<br />
addressed.<br />
Questi<strong>on</strong> 1: What is <str<strong>on</strong>g>the</str<strong>on</strong>g> functi<strong>on</strong>al relati<strong>on</strong>ship<br />
between guided reciprocal questi<strong>on</strong>ing<br />
strategy instructi<strong>on</strong> delivered in cooperative<br />
pairs <strong>and</strong> questi<strong>on</strong> generati<strong>on</strong><br />
<strong>and</strong> resp<strong>on</strong>ding of children with autism<br />
spectrum disorder?<br />
Questi<strong>on</strong> 2: To what extent are children<br />
with autism spectrum disorder, general educati<strong>on</strong><br />
peers, <strong>and</strong> parents of children with<br />
autism satisfied with <str<strong>on</strong>g>the</str<strong>on</strong>g> interventi<strong>on</strong>?<br />
Method<br />
Participants<br />
Three elementary aged boys with ASD (as defined<br />
by <str<strong>on</strong>g>the</str<strong>on</strong>g> DSM IV) participated in <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
study. They were administered <str<strong>on</strong>g>the</str<strong>on</strong>g> Peabody<br />
Picture Vocabulary Test-III (PPVT-III), <str<strong>on</strong>g>the</str<strong>on</strong>g> Expressive<br />
One-Word Picture Vocabulary Test<br />
(EOWPVT), <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> Oral Reading Fluency<br />
(ORF) <strong>and</strong> Retell Fluency (RF) subtests of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
Dynamic Indicators of Basic Early Literacy<br />
(DIBELS) prior to initiati<strong>on</strong> of <str<strong>on</strong>g>the</str<strong>on</strong>g> study. Table<br />
1 presents <str<strong>on</strong>g>the</str<strong>on</strong>g> results of this testing al<strong>on</strong>g<br />
with IQ scores taken from participant cumulative<br />
folders.<br />
Scores of all three participants <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> PPVT-<br />
III were at least <strong>on</strong>e st<strong>and</strong>ard deviati<strong>on</strong> below<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> mean, indicating difficulty with receptive<br />
vocabulary. Scores <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> EOWPVT were<br />
greater than <strong>on</strong>e st<strong>and</strong>ard deviati<strong>on</strong> below <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
mean for two participants, dem<strong>on</strong>strating difficulty<br />
with both receptive <strong>and</strong> expressive language,<br />
<strong>and</strong> in <str<strong>on</strong>g>the</str<strong>on</strong>g> average range for <str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>on</strong>e<br />
participant indicating a discrepancy between<br />
receptive <strong>and</strong> expressive language. In additi<strong>on</strong>,<br />
participants were administered <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
DIBELS ORF subtest paired with <str<strong>on</strong>g>the</str<strong>on</strong>g> RF<br />
subtest. The RF is c<strong>on</strong>sidered a “comprehensi<strong>on</strong><br />
check” to determine whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r <str<strong>on</strong>g>the</str<strong>on</strong>g> ORF<br />
score reflects overall reading proficiency to<br />
include comprehensi<strong>on</strong>. The RF score should<br />
be approximately half of <str<strong>on</strong>g>the</str<strong>on</strong>g> ORF score to be<br />
c<strong>on</strong>sidered a good indicator of overall reading<br />
ability. Scores of participating students with<br />
ASD were c<strong>on</strong>siderably less than half <str<strong>on</strong>g>the</str<strong>on</strong>g>ir<br />
Reciprocal Questi<strong>on</strong>ing / 369