Effects of a Reciprocal Questioning Intervention on the Question Generation and Responding of Children with Autism Spectrum Disorder

By Kelly Whalon, M. Hanline. Education and Training in Developmental Disabilities, 2008

90 citations recorded by the source corpus.

A multiple baseline design across participants was used to investigate the effects of reciprocal questioning strategy instruction delivered in cooperative pairs on the question generation and responding of children with autism spectrum disorder. Three children with autism spectrum disorder and nine general education peers participated in the study. Following intervention, children with autism increased frequency of question generation and responding using a story map framework. Social validity data indicated children with autism spectrum disorder and their general education peers found the intervention helpful, and parents perceived a change in their child's reading and language skills.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/1e193b91ed06f30be02a526e7b8c7a06d1a6e53a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. E. Carter
2. Lynn G. Sisco
3. Yun-Ching Chung
4. Tina L. Stanton-Chapman
5. Matthew E. Brock

In Cognitive Neuroscience

1. Lynn G. Sisco
2. Yun-Ching Chung
3. Tina L. Stanton-Chapman
4. E. Carter

In Developmental and Educational Psychology

1. Lynn G. Sisco
2. Yun-Ching Chung
3. Tina L. Stanton-Chapman
4. E. Carter

Citations in the corpus

• Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “Implemented by researchers (Breen & Haring, 1991; Werts et al., 1996; Whalon & Hanline, 2008) and peers (McMahon et al., 1996).”