The Effects of Functional Reading Activities to Motivate and Empower for Autistic Young Adults: A Single-Case Design Study.

Purpose: The purpose of this study was to examine the effects of Functional Reading Activities to Motivate and Empower (FRAME) on use of reading comprehension strategies in intellectually and/or developmentally disabled young adults.

Method: A single-case, multiple-probe design across functional literacy stimuli (e.g.

Strategies for Teaching Verbs to Children with and without Language Impairment.

The aim of this feasibility study was to extend the current evidence base on intransitive verb learning by evaluating and comparing three strategies (syntactic cues, semantic cues, combined cues) for teaching novel verbs to expand the vocabularies of children with and without language impairment. Twenty-three children with typical development, seven children with developmental language disorder, and eight children with Down syndrome participated in Studies 1, 2, and 3, respectively. They were taught novel, intransitive verbs using syntactic, semantic, and combined cues and then asked to receptively identify and expressively label the novel verbs.

Functional Literacy Intervention for Postsecondary Students With Intellectual and Developmental Disabilities: A Pilot Study.

The rapid growth of inclusive higher education opportunities for young adults with intellectual and developmental disabilities (IDD) has contributed to improvements in students' academics, employment, social, and independent living outcomes. However, many college programs lack a focus on functional literacy, a critical skill for success in adulthood. This study evaluated whether a functional literacy intervention was associated with an increase in the percentage of reading comprehension strategies implemented accurately for college students with IDD.

A pilot study assessing listening comprehension and reading comprehension in children with down syndrome: Construct validity from a multi-method perspective.

Obtaining valid assessments of language and literacy skills in children with Down syndrome (DS) presents a challenge as there is a paucity of information about the psychometrics of measures that are commonly used to measure listening and reading comprehension in this population. Evaluating the construct validity of measures that employ different methods is essential to ascertain the optimal method of assessment in individuals with DS and with typical developmental histories (TD). This pilot study aimed to evaluate the construct validity of four parallel measures of listening and reading comprehension.

Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading-Matched Typically Developing Children.

Purpose: The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading-matched typically developing (TD) children.

Method: Participants included 19 individuals with DS ( = 17;2 [years;months], range: 11;1-22;9) and 19 word reading-matched TD children ( = 7;2, range: 6;6-8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension.