Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers.

Background: In today's contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded.

Objective: In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents.

How to Do Things With Texts: A Functional Account of Reading Comprehension.

We offer an account of reading comprehension that we believe will help clarify some common conceptual confusions in the relevant literature, as well as contribute to existing functional accounts. We argue that defining texts qua texts as stimulus classes, on the one hand, and equating "comprehension" with behavior (covert or otherwise), on the other, are not useful conceptual moves, especially when behavioral settings go beyond basic literacy skills acquisition. We then analyze the structure of the contingencies that usually evoke talk of "comprehension" using techniques from analytic philosophy.

Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism.

Background: Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence.