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

Kelly Whalon and Mary Frances Hanline
Education and Training in Developmental Disabilities
Vol. 43, No. 3 (September 2008), pp. 367-387
Stable URL: http://www.jstor.org/stable/23879798
Page Count: 21
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Effects of a Reciprocal Questioning Intervention on the Question Generation and Responding of Children with Autism Spectrum Disorder
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Abstract

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.

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