Effects of explicit instruction and self-directed video prompting on text comprehension of students with autism spectrum disorder

The purpose of this study was to investigate the effects of explicit instruction combined with video prompting to teach text comprehension skills to students with autism spectrum disorder. Participants included 4 elementary school students with autism. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated that the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed.;KEYWORDS: Autism spectrum disorder, Text comprehension, Self-directed video prompting, Explicit instruction, Generalization.