Wh – Question answering in children with intellectual disability

Sanders, Eric J.; Erickson, Karen A.

doi:10.1016/j.jcomdis.2018.09.003

Cited by 6 publications

(3 citation statements)

References 27 publications

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“…There was no statistically significant relationship between wh‐questions alone and grade level equivalent scores, suggesting that responses to wh‐questions were not useful in discriminating between participants with higher and lower comprehension abilities. This is not surprising given that individuals with intellectual and developmental disabilities often struggle to understand wh‐questions (Sanders & Erickson, 2018), and it provides important information about the types of items to use when assessing text comprehension among individuals with intellectual and developmental disabilities.…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of the current research was to address this gap by investigating how well adults with intellectual and developmental disabilities could read and understand the CDC COVID‐19 guidance documents produced in compliance with the MTC Guidelines. Since previous research has demonstrated that many individuals with intellectual and developmental disabilities struggle to understand and answer wh‐questions (Sanders & Erickson, 2018), different measures of comprehension (i.e., item‐types) were used in addition to wh‐questions. Specifically, the study focused on adults with intellectual and developmental disabilities who read at or below the third‐grade reading level and explored the relationship between level of comprehension and both intrinsic (i.e., participants' reading levels) and external (i.e., item‐type; presence vs. absence of real pictures) factors.…”

Section: Introductionmentioning

confidence: 99%

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Simplified COVID‐19 guidance for adults with intellectual and developmental disabilities

Benson‐Goldberg,

Geist,

Erickson

2024

Research Intellect Disabil

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BackgroundDuring the COVID‐19 pandemic, the United States' Centers for Disease Control and Prevention (CDC) created guidance documents that were too complex to be read and understood by the majority of adults with intellectual and developmental disabilities who often read at or below a third‐grade reading level. This study explored the extent to which these adults could read and understand CDC documents simplified using Minimised Text Complexity Guidelines.MethodThis study involved 20 participants, 18–48 years of age. Participants read texts and responded to multiple‐choice items and open‐ended questions to gather information about how they interacted with and understood the texts.ResultsThe results provide initial evidence that the Minimised Text Complexity Guidelines resulted in texts that participants could read and understand.ConclusionImplications for increasing the accessibility of public health information so that it can be read and understood by adults with extremely low literacy skills are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Simplified COVID‐19 guidance for adults with intellectual and developmental disabilities

Benson‐Goldberg,

Geist,

Erickson

2024

Research Intellect Disabil

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“…We have chosen a listening comprehension intervention because early childhood education on communicative speech skills has been shown to be one of the most important factors for positive long-term quality of life for individuals with ASD [26,27]. Specifically, the ability to answer whquestions is one of the most important communicative skills in early childhood education [28]. The robotmediated intervention consists of a robot-mediator reading passages from electronic books (e-books) and asking the child wh-questions with the aim of fading prompts until the child can independently as well as correctly answer the wh-questions.…”

Section: Robot-mediated Listening Comprehension Interventionmentioning

confidence: 99%

A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD

Louie

Korneder

Abbas

et al. 2020

Paladyn, Journal of Behavioral Robotics

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Autism spectrum disorder (ASD) is a lifelong developmental condition that affects an individual’s ability to communicate and relate to others. Despite such challenges, early intervention during childhood development has shown to have positive long-term benefits for individuals with ASD. Namely, early childhood development of communicative speech skills has shown to improve future literacy and academic achievement. However, the delivery of such interventions is often time-consuming. Socially assistive robots (SARs) are a potential strategic technology that could help support intervention delivery for children with ASD and increase the number of individuals that healthcare professionals can positively affect. For SARs to be effectively integrated in real-world treatment for individuals with ASD, they should follow current evidence-based practices used by therapists such as Applied Behavior Analysis (ABA). In this work, we present a study that investigates the efficacy of applying well-known ABA techniques to a robot-mediated listening comprehension intervention delivered to children with ASD at a university-based ABA clinic. The interventions were delivered in place of human therapists to teach study participants a new skill as a part of their overall treatment plan. All the children participating in the intervention improved in the skill being taught by the robot and enjoyed interacting with the robot, as evident by high occurrences of positive affect as well as engagement during the sessions. One of the three participants has also reached mastery of the skill via the robot-mediated interventions.

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Teacher Extratextual Talk During Shared Reading with Students with Extensive Support Needs

Quick

Erickson

2022

Exceptionality

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Wh – Question answering in children with intellectual disability

Cited by 6 publications

References 27 publications

Simplified COVID‐19 guidance for adults with intellectual and developmental disabilities

Simplified COVID‐19 guidance for adults with intellectual and developmental disabilities

A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD

Teacher Extratextual Talk During Shared Reading with Students with Extensive Support Needs

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