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TABLE 1<br />
Participants’ Test Scores<br />
PPVT-III EOWPVT ORF 1<br />
ORF scores suggesting a reading comprehensi<strong>on</strong><br />
c<strong>on</strong>cern (Good & Kaminski, 2003).<br />
Austin. Austin was 7 years 5 m<strong>on</strong>ths old at<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>on</strong>set of <str<strong>on</strong>g>the</str<strong>on</strong>g> study. He is an Asian/Hispanic<br />
male with Asperger syndrome. Austin<br />
received his reading instructi<strong>on</strong> in a self-c<strong>on</strong>tained<br />
classroom setting. In a review of his<br />
cumulative folder, Austin’s reported strengths<br />
included determining relati<strong>on</strong>ships between<br />
abstract figures, as well as detecting patterns.<br />
He has greater difficulty with tasks that involve<br />
defining words <strong>and</strong> stating similarities between<br />
words. On <str<strong>on</strong>g>the</str<strong>on</strong>g> Differential Ability Scales<br />
(DAS), Austin received a general c<strong>on</strong>ceptual<br />
ability score of 101. His score <strong>on</strong> n<strong>on</strong>verbal<br />
reas<strong>on</strong>ing subtests was significantly higher at<br />
133 than his verbal reas<strong>on</strong>ing score, 73. Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r,<br />
Austin’s scores <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> PPVT-III was over<br />
<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> mean, 83,<br />
yet his score <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> EOWPVT was in <str<strong>on</strong>g>the</str<strong>on</strong>g> average<br />
range for his chr<strong>on</strong>ological age, 92, indicating<br />
a discrepancy between expressive <strong>and</strong><br />
receptive language. On <str<strong>on</strong>g>the</str<strong>on</strong>g> ORF subtest, Austin<br />
read 78 words per minute, which is above<br />
benchmark for his age (i.e., 40 words per<br />
minute). Yet, <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> RF subtest when asked to<br />
tell about what he just read, his retell c<strong>on</strong>sisted<br />
of five words related to <str<strong>on</strong>g>the</str<strong>on</strong>g> story.<br />
Barry. When <str<strong>on</strong>g>the</str<strong>on</strong>g> study began, Barry was 8<br />
years 7 m<strong>on</strong>ths old. Barry is a Hispanic male<br />
with autism. He received reading instructi<strong>on</strong><br />
in both his self-c<strong>on</strong>tained <strong>and</strong> mainstream settings.<br />
His reported IQ score in his cumulative<br />
folder of 112 was obtained from <str<strong>on</strong>g>the</str<strong>on</strong>g> Leiter-R<br />
test of n<strong>on</strong>verbal intelligence, <strong>and</strong> is c<strong>on</strong>sidered<br />
average for his chr<strong>on</strong>ological age. On<br />
language measures, Barry’s scores were suggestive<br />
of difficulty with both expressive <strong>and</strong><br />
receptive language. Specifically, Barry’s performance<br />
<strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> EOWPVT was over <strong>on</strong>e stan-<br />
RF 2<br />
IQ Score<br />
Austin 83 92 78 5 101<br />
Barry 70 78 87 3 112<br />
Chris 76 68 66 0 92<br />
1 Reported in words per minute<br />
2 Reported in words related to <str<strong>on</strong>g>the</str<strong>on</strong>g> story<br />
370 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008<br />
dard deviati<strong>on</strong> below <str<strong>on</strong>g>the</str<strong>on</strong>g> mean, <strong>and</strong> his score<br />
<strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> PPVT-III was two st<strong>and</strong>ard deviati<strong>on</strong>s<br />
below <str<strong>on</strong>g>the</str<strong>on</strong>g> mean for his age. On <str<strong>on</strong>g>the</str<strong>on</strong>g> DIBELS<br />
ORF subtest, Barry read 87 words per minute,<br />
just below <str<strong>on</strong>g>the</str<strong>on</strong>g> 2 nd grade benchmark of 90<br />
words; however, <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> RF subtest he was able<br />
to retell three words related to <str<strong>on</strong>g>the</str<strong>on</strong>g> story.<br />
Chris. Chris was 7 years 8 m<strong>on</strong>ths at pretesting.<br />
He is a Caucasian male with pervasive<br />
developmental disorder. He receives his reading<br />
instructi<strong>on</strong> in both a self-c<strong>on</strong>tained <strong>and</strong><br />
mainstream classroom setting. On <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
Leiter-R n<strong>on</strong>verbal intelligence test, Chris received<br />
an IQ score of 92, an average score for<br />
his age. Strengths noted in his cumulative<br />
folder included performance <strong>on</strong> visual matching<br />
tasks, <strong>and</strong> his ability to discriminate informati<strong>on</strong><br />
<strong>and</strong> complete c<strong>on</strong>crete tasks. On<br />
preliminary descriptive measures, Chris dem<strong>on</strong>strated<br />
difficulty <strong>on</strong> both expressive <strong>and</strong><br />
receptive assessments. Chris scored more than<br />
<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> mean <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
PPVT-III, <strong>and</strong> greater than two st<strong>and</strong>ard deviati<strong>on</strong>s<br />
below <str<strong>on</strong>g>the</str<strong>on</strong>g> mean <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> EOWPVT. On<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> DIBELS ORF subtest, Chris read 66 words<br />
per minute, which is below <str<strong>on</strong>g>the</str<strong>on</strong>g> 2 nd grade<br />
benchmark of 90 words a minute. When asked<br />
to tell everything he remembered about what<br />
he read <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> RF subtest, Chris did not resp<strong>on</strong>d.<br />
Nine general educati<strong>on</strong> peers participated<br />
in <str<strong>on</strong>g>the</str<strong>on</strong>g> study. Peers attended <str<strong>on</strong>g>the</str<strong>on</strong>g> same school<br />
<strong>and</strong> grade level as <str<strong>on</strong>g>the</str<strong>on</strong>g> student with ASD, <strong>and</strong><br />
were students with whom <str<strong>on</strong>g>the</str<strong>on</strong>g> children with<br />
ASD had <str<strong>on</strong>g>the</str<strong>on</strong>g> opportunity to interact during a<br />
typical school day. General educati<strong>on</strong> students<br />
were recruited because of <str<strong>on</strong>g>the</str<strong>on</strong>g>ir effective interpers<strong>on</strong>al<br />
skills as determined by each participant’s<br />
mainstream teacher.