Effects of Multiple Exposures to Stories on the Retellings of a Student with Higher-Functioning Autism
The researcher worked one-on-one with a second-grade student with autism to improve his retelling ability. Intervention occurred twice a week for six weeks. The student had three distinct interactions with each book selected and was scored on the number of ideas included in his retelling after the first and third interactions with each book. The student completed story maps with assistance, used visuals to aid in retelling, acted out each story, and was exposed to models of retelling with each book. An increase in the number of ideas in retellings was observed throughout the intervention. Visuals and instructor modeling appeared to be most effective in improving retelling ability.