@article{ART002360166},
author={Hanah Kil and Son Seung Hyun},
title={The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2018},
volume={19},
number={2},
pages={49-74},
doi={10.19049/JSPED.2018.19.2.03}
TY - JOUR
AU - Hanah Kil
AU - Son Seung Hyun
TI - The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder
JO - Journal of Special Education: Theory and Practice
PY - 2018
VL - 19
IS - 2
PB - Research Institute of the Korea Special Education
SP - 49
EP - 74
SN - 1598-060X
AB - The Purpose of this study was to investigate the effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with autism spectrum disorder.
In this study, three autism spectrum disorder students who have difficulties in reading comprehension compared to word recognition and writing skills were participated. To improve their reading comprehension and writing skills, Mind-Map strategy was taught using visually supported task organizer. A multiple probe baseline design across participants was used to assess intervention effects.
The results of this study are summarized as follows: First, The Response to Questions of three autism spectrum disorder students was improved through the Mind-Map strategy instruction using reading material from story and maintained after withdrawal of intervention. Second, Length of Compositions by three autism spectrum disorder students were improved through the Mind-Map strategy instruction using reading material from story and maintained after withdrawal of intervention.
This result implies that autism spectrum disorder students can learn reading and writing strategy and manage their performance independently. Moreover, this study proves that the Mind-Map strategy is useful for students with autism spectrum disorder as well as other students with learning disabilities or mental retardation.
KW - Autism Spectrum Disorder;Mind-Map strategy;Reading and Writing strategy;Response to Questions;Composition
DO - 10.19049/JSPED.2018.19.2.03
ER -
Hanah Kil and Son Seung Hyun. (2018). The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder. Journal of Special Education: Theory and Practice, 19(2), 49-74.
Hanah Kil and Son Seung Hyun. 2018, "The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder", Journal of Special Education: Theory and Practice, vol.19, no.2 pp.49-74. Available from: doi:10.19049/JSPED.2018.19.2.03
Hanah Kil, Son Seung Hyun "The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder" Journal of Special Education: Theory and Practice 19.2 pp.49-74 (2018) : 49.
Hanah Kil, Son Seung Hyun. The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder. 2018; 19(2), 49-74. Available from: doi:10.19049/JSPED.2018.19.2.03
Hanah Kil and Son Seung Hyun. "The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder" Journal of Special Education: Theory and Practice 19, no.2 (2018) : 49-74.doi: 10.19049/JSPED.2018.19.2.03
Hanah Kil; Son Seung Hyun. The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder. Journal of Special Education: Theory and Practice, 19(2), 49-74. doi: 10.19049/JSPED.2018.19.2.03
Hanah Kil; Son Seung Hyun. The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder. Journal of Special Education: Theory and Practice. 2018; 19(2) 49-74. doi: 10.19049/JSPED.2018.19.2.03
Hanah Kil, Son Seung Hyun. The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder. 2018; 19(2), 49-74. Available from: doi:10.19049/JSPED.2018.19.2.03
Hanah Kil and Son Seung Hyun. "The effects of Reading and Writing Strategy Using Mind-Map on the Response to Questions and Length of Compositions by Adolescent Students with Autism Spectrum Disorder" Journal of Special Education: Theory and Practice 19, no.2 (2018) : 49-74.doi: 10.19049/JSPED.2018.19.2.03