ABSTRACT
Self-questioning, a strategic approach for monitoring one's own comprehension, has shown promising outcomes for a diverse range of learners. The current study sought to replicate and extend this area of research by examining the effects of a small-group self-questioning intervention with systematic prompt fading on students' reading comprehension performance. Two small groups of fifth grade students performing among the lowest on reading comprehension in their general education classroom were selected to participate in this study. Three participants in each group were taught to stop to ask and respond to questions (STAR strategy) while chorally reading expository text passages. A multiple probe design across the small groups was used to examine the effects of this self-questioning strategy on the reading comprehension performance when prompts were systematically faded. Results indicated the groups, on average, demonstrated an increase in the number of comprehension questions answered correctly. Implications for practice are discussed.
ABSTRACT
Interventions based on applied behavior analysis (ABA) have been shown to be effective for children with a wide range of cognitive, adaptive, and functional abilities. Many special education teachers understand the principles of ABA and are adept at implementing ABA interventions for students. However, as the principles of ABA can be complex, communicating with parents about ABA interventions can be challenging. Providing parents with clear and succinct information in the form of a brief customized reference guide can be instrumental for facilitating and extending communication about their child's behavioral interventions. This article provides school personnel with guidelines and resources for helping parents understand and use interventions that are based on ABA. Specifically, this article presents 10 steps for creating an information guide for parents and provides recommendations for explaining the guide to parents.
