Children With High Functioning Autism Spectrum Disorder

III. Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder Citation Roux, C., Dion, E., Barrette, A., Dupà ©rà ©, V., Fuchs, D. (2015). Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder. Remedial Special Education, 36(3), 131-142. doi: 10.1177/0741932514533998 Authority of Source Catherine Roux and Eric Dion have both earned a PhD and Anne Barrette earned a Bachelor of Science from Università © du Quà ©bec à   Montrà ©al, Canada. Và ©ronique Dupà ©rà © has a PhD from University de Montrà ©al, Quebec, Canada. Douglas Fuchs earned a PhD from Vanderbilt University in Nashville, TN. Summary The number of students with high-functioning autism spectrum disorder (ASD) is growing, but they do not qualify for special education because they do not meet the criteria for intellectual disability. Thus, they are learning in the context of the regular education classroom where content is often learned by reading from texts. However, because of their having ASD, regardless of the fact that they are high-functioning, it is difficult for them to understand what they have read. Furthermore, well-known research-based interventions for students with high-functioning ASD have focused on basic verbal communication and reading skills. While these skills are important, more advanced cognitive skills are necessary to gain comprehension. â€Å"The central coherence theoryShow MoreRelatedMason was not unlike many children in that according to the most recent Center for Disease Control800 Words   |  4 PagesMason was not unlike many children in that according to the most recent Cent er for Disease Control (CDC) reports, one in every sixty-eight children is on the autism spectrum. This is a 30% increase from the findings reported two years ago of one in every eight-eight children. 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