Supporting Communicative Autonomy Through Academics: The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Takin

The present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and commThe present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and communication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student's view of the intervention, and the classroom staff's view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.unication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student's view of the intervention, and the classroom staff's view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.