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TABLE 2<br />
Codes of Student Questi<strong>on</strong> Generati<strong>on</strong> <strong>and</strong> Resp<strong>on</strong>ding<br />
Setting<br />
Code Code Definiti<strong>on</strong> Subcategories <strong>and</strong> Subcategory Definiti<strong>on</strong><br />
Student Generated<br />
Questi<strong>on</strong><br />
All three students with ASD received <str<strong>on</strong>g>the</str<strong>on</strong>g>ir<br />
educati<strong>on</strong> in a self-c<strong>on</strong>tained special educati<strong>on</strong><br />
classroom. Each participant was mainstreamed<br />
in a general educati<strong>on</strong> classroom<br />
setting for at least <strong>on</strong>e class, approximately 60<br />
minutes each day. The interventi<strong>on</strong> occurred<br />
in a small room located outside <str<strong>on</strong>g>the</str<strong>on</strong>g> general<br />
<strong>and</strong> special educati<strong>on</strong> classrooms. The classroom<br />
was used for parent pick-up <strong>and</strong> dropoff,<br />
occupati<strong>on</strong>al <str<strong>on</strong>g>the</str<strong>on</strong>g>rapy, special area activities,<br />
etc. The setting was familiar to all<br />
participants with ASD.<br />
Experimental Design<br />
A student generated<br />
questi<strong>on</strong> directed<br />
toward peer<br />
Student Resp<strong>on</strong>ses Any communicative<br />
act in resp<strong>on</strong>se to a<br />
peer questi<strong>on</strong> that<br />
is unprompted<br />
A single-subject multiple baseline design<br />
across participants was employed to clearly<br />
establish <str<strong>on</strong>g>the</str<strong>on</strong>g> effects of <str<strong>on</strong>g>the</str<strong>on</strong>g> interventi<strong>on</strong> <strong>on</strong><br />
each participant’s ability to generate <strong>and</strong> resp<strong>on</strong>d<br />
to questi<strong>on</strong>s related to a reading selecti<strong>on</strong>.<br />
Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r, <str<strong>on</strong>g>the</str<strong>on</strong>g> multiple baseline design is<br />
well-suited to <str<strong>on</strong>g>the</str<strong>on</strong>g> practical requirements of<br />
applied research <strong>and</strong> does not require <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
Related: A questi<strong>on</strong> in direct reference to <str<strong>on</strong>g>the</str<strong>on</strong>g> story<br />
that c<strong>on</strong>tains a questi<strong>on</strong> word (who, what, when,<br />
where, why, how) <strong>and</strong> an element of <str<strong>on</strong>g>the</str<strong>on</strong>g> story<br />
(character, setting, event, problem, soluti<strong>on</strong>)<br />
Unrelated: A questi<strong>on</strong> c<strong>on</strong>taining an appropriate<br />
questi<strong>on</strong> word <strong>and</strong> informati<strong>on</strong> unrelated to <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
story<br />
Prompted: A related questi<strong>on</strong> formed following a<br />
researcher prompt (i.e., verbal prompt,<br />
modeling, or corrective feedback)<br />
Unprompted: A related questi<strong>on</strong> formed without a<br />
preceding researcher prompt (i.e., verbal<br />
prompt, modeling, or corrective feedback)<br />
Related resp<strong>on</strong>se: Any communicati<strong>on</strong> act directly<br />
related to <str<strong>on</strong>g>the</str<strong>on</strong>g> story in resp<strong>on</strong>se to a questi<strong>on</strong> that<br />
does not follow corrective feedback/modeling<br />
from <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher<br />
Unrelated resp<strong>on</strong>se: Any communicati<strong>on</strong> act unrelated<br />
to <str<strong>on</strong>g>the</str<strong>on</strong>g> story in resp<strong>on</strong>se to a questi<strong>on</strong><br />
Echoic: Any imitati<strong>on</strong> of an utterance in resp<strong>on</strong>se to<br />
a questi<strong>on</strong><br />
withdrawal of interventi<strong>on</strong> procedures (Neuman<br />
& McCormick, 1995).<br />
Dependent Measures<br />
To formulate a questi<strong>on</strong> about text, <str<strong>on</strong>g>the</str<strong>on</strong>g> reader<br />
must process <str<strong>on</strong>g>the</str<strong>on</strong>g> informati<strong>on</strong> read <strong>and</strong> create<br />
a questi<strong>on</strong> that reflects c<strong>on</strong>tent (Palinscsar &<br />
Brown, 1984; Rosenshine et al., 1996; Slavin,<br />
Hurley, & Chamberlain, 2003). Forming questi<strong>on</strong>s<br />
in direct relati<strong>on</strong> to c<strong>on</strong>tent requires <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
resp<strong>on</strong>der to interpret meaning from <str<strong>on</strong>g>the</str<strong>on</strong>g> text<br />
(Palinscsar & Brown). Questi<strong>on</strong> generati<strong>on</strong><br />
has also dem<strong>on</strong>strated improvements in student<br />
ability to resp<strong>on</strong>d to questi<strong>on</strong>s focusing<br />
<strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> main idea (NICHD, 2000). Therefore,<br />
dependent measures focused <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> participants’<br />
ability to generate <strong>and</strong> resp<strong>on</strong>d to questi<strong>on</strong>s<br />
related to <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>tent of reading material.<br />
The frequency of student-generated<br />
questi<strong>on</strong>s was coded as related or unrelated to<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> book <strong>and</strong> as prompted or unprompted.<br />
Table 2 provides a descripti<strong>on</strong> of each of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
codes.<br />
Reciprocal Questi<strong>on</strong>ing / 371