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Effects of a summer camp program on enhancing the academic achievement skills of children with Autism Spectrum Disorders.

机译：夏令营计划对提高自闭症谱系障碍儿童学业成绩的效果。

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摘要

The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal Reading Inventory (IRI; Burns & Roe, 2002) in a sample of 21 children ranging from 6 years, 0 months to 13 years, 1 month prior to and after attending a summer camp for children with autism around a Midwestern city. Repeated measures MANOVAs were used to analyze WRAT4 and IRI assessment results. MANOVA results indicated there were no significant changes on any of the tests of the WRAT4 over time after a Bonferroni correction. MANOVA results further indicated there was no interaction between gender and time. A nonparametric sign test also was conducted to examine changes in the WRAT4 tests. Results of the nonparametric sign test did not reveal significant changes in the WRAT4 tests; however, the Sentence Comprehension test did approach significance. Although participants did not make statistical gains on the WRAT4, they also did not demonstrate a decline in academic skills as measured by the WRAT4. Participants demonstrated less consistent results on the word lists of the IRI as well as the passage comprehension component of the IRI. The number of children who declined or improved on the IRI overtime appeared to be random. A qualitative analysis of four participants selected based on age and gender did not reveal any hypotheses for the differences in performance on the IRI over time. Suggestions for future research include replicating the study with a larger sample, children with multicultural backgrounds, and controlling for the cognitive abilities of the participants.
机译：这项研究的目的是确定利用学术和行为补救计划的夏令营是否可以提高自闭症谱系障碍儿童的学业成绩。使用广泛成就测验第四版（WRAT4; Wilkinson＆Robertson，2006）和非正式阅读量表（IRI; Burns＆Roe，2002）评估21名儿童的学业成绩，这些儿童的年龄范围为6岁零0个月至在中西部城市周围的自闭症儿童夏令营之前和之后的13年零一个月。重复测量MANOVA用于分析WRAT4和IRI评估结果。 MANOVA结果表明，在Bonferroni校正后，随时间推移，WRAT4的任何测试均无明显变化。 MANOVA结果进一步表明性别和时间之间没有相互作用。还进行了非参数符号测试以检查WRAT4测试中的变化。非参数符号测试的结果未显示WRAT4测试的显着变化。但是，句子理解测试确实具有显着性。尽管参与者没有在WRAT4上获得统计上的收获，但他们也没有表现出WRAT4衡量的学术技能下降。与会者在IRI的单词表以及IRI的段落理解部分上表现出不一致的结果。在IRI加班上有所下降或改善的儿童人数似乎是随机的。对根据年龄和性别选择的四名参与者的定性分析没有发现有关IRI表现随时间变化的任何假设。对未来研究的建议包括：以更大的样本量复制研究结果，具有多元文化背景的儿童以及控制参与者的认知能力。

著录项

  • 作者

    Davenport, Teresa L.;

  • 作者单位

    Ball State University.;

  • 授予单位 Ball State University.;
  • 学科 Education Educational Psychology.;Education Special.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 157 p.
  • 总页数 157
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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