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Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder

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Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder Old Dominion University ODU Digital Commons Communication Disorders & Special Education Theses & Dissertations Communication Disorders & Special Education Spring 2020 Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder Lisa A. Phalen Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/cdse_etds Part of the Clinical Psychology Commons, Early Childhood Education Commons, Language and Literacy Education Commons, and the Special Education and Teaching Commons Recommended Citation Phalen, Lisa A.. "Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder" (2020). Doctor of Philosophy (PhD), Dissertation, Communication Disorders & Special Education, Old Dominion University, DOI: 10.25777/zn4p-5055 https://digitalcommons.odu.edu/cdse_etds/19 This Dissertation is brought to you for free and open access by the Communication Disorders & Special Education at ODU Digital Commons. It has been accepted for inclusion in Communication Disorders & Special Education Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. USING THE QUESTION-ANSWER RELATIONSHIP STRATEGY TO IMPROVE LISTENING COMPREHENSION IN YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER by Lisa A. Phalen B.S. December 1992, Old Dominion University M.S.Ed. December 1994, Old Dominion University A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY EDUCATION-SPECIAL EDUCATION CONCENTRATION OLD DOMINION UNIVERSITY May 2020 Approved by: Peggy Hester (Chair) Laura Chezan (Member) Sabra Gear (Member) Kim Murphy (Member) ABSTRACT USING THE QUESTION-ANSWER RELATIONSHIP STRATEGY TO IMPROVE LISTENING COMPREHENSION IN YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER Lisa A. Phalen Old Dominion University, 2020 Committee Chair: Dr. Peggy Hester A well-established research base indicates that many children diagnosed with autism spectrum disorder (ASD) experience deficits in reading comprehension skills. There is currently limited research which examines the relation between the communication and language impairments in ASD and emergent literacy skills in early childhood. Listening comprehension has been identified as one emergent literacy skill closely linked to reading comprehension development. The purpose of the study is to examine the effects of the question-answer relationship strategy (QAR) and QAR cue cards as a shared book reading intervention package on the listening comprehension skills of children with ASD. A single-subject concurrent multiple-baseline design across participants with continuous acquisition probes was used to evaluate the effect of the QAR strategy on the correct answers to four levels of comprehension questions: Fact, Search, Inference, and Connection. Visual analysis and Tau-U statistical analysis were used to determine the treatment effects on each participant. Results showed that all or some aspects of the intervention were effective for each of the five participants in the study. Practitioners and participants reported positive social validity of the intervention. An examination of the results, along with implications for future research and educational practices are discussed. iii Copyright, 2020, by Lisa A. Phalen, All Rights Reserved. iv This dissertation is dedicated to educators and practitioners everywhere who make a difference every day. v ACKNOWLEDGMENTS I would like to first thank Dr. Peggy Hester who has worn many hats as my advisor, professor, boss, and dissertation chair throughout the course of my doctoral program. I am indebted to her for hiring me to work on her grant, which opened a world of opportunities I would have otherwise never had. I am inspired by her knowledge of single subject research, her youthful spirit, and her commitment to social justice. One of my favorite memories of Dr. Hester is when she took the research team to see The Ruth Bader Ginsberg documentary at the Naro Theater and surprised us afterwards with RBG coffee mugs (which I proudly display). Knowing Dr. Hester has helped me to learn and grow as a student, teacher, and researcher. She ensures that I stay apprised of all current education legislation and developments in Washington, D.C. One lesson from Dr. Hester that I will always carry with me is the importance of graphs in educational research. I will especially remember her words “Let me see it in a graph” whenever we discussed data. Whenever I see a graph, I will think of Dr. Hester. My sincere thanks to committee member Dr. Laura Chezan who helped to refine my research idea of improving comprehension skills in young children with autism into a cohesive research design. She was instrumental in guiding me through a pilot study, as well as my dissertation study. I greatly admire her dedication and expertise in autism research. Her feedback was invaluable, and she was always generous with her time. Many thanks to committee member Dr. Sabra Gear who I also had the pleasure of working with on Dr. Hester’s research grant. Dr. Gear’s expertise in early education and specialization in comprehension skills was extremely beneficial. Her enthusiasm for my research vi study gave me the boost of confidence I needed when I was feeling unsure. Her feedback was always delivered with intelligence and warmth. Special thanks to committee member Dr. Kim Murphy for her knowledge and expertise of early childhood literacy. She was endlessly patient in helping me to choose the correct terminology for describing language skills, as well as the criteria for selecting books, assessments, and writing the questions that I used in my dissertation study. She always had her eye on current research and took the time to send me relevant articles. Her assistance undoubtably raised my study to a higher level. Thanks, and gratitude to program director Dr. Jonna Bobzien. I met Dr. Bobzien as my professor in the Autism Certificate program and she was my inspiration to apply for the PhD program. She was never too busy to help offer guidance or a dose of humor throughout my time as a doctoral student. I owe great thanks to Dr. Lisa Morin who was my teammate during the first three years of Dr. Hester’s research grant. Lisa was a true mentor and friend who never failed to stop whatever she was doing to help with my research, and even cat advice. Working with her is truly one of the highlights of my doctoral program at Old Dominion University. I am grateful to the entire special education faculty at Old Dominion University for their support and guidance throughout the program. Each and every professor helped me to complete this journey. I would also like to extend thanks to Autism Consulting and Therapy for allowing me to conduct both my pilot study and dissertation study at their site. They could not have been more gracious or welcoming. Thanks also to the parents who allowed their children to participate in vii the study, and the wonderful children themselves. I could not have asked for a for a better group of children and staff with whom to work. I looked forward to each day that I spent with them. Great thanks to my fantastic coders Jawhaina and Monique. I could not have done it without you. I am also grateful to many members of my family. I am proud to be a third generation teacher after my grandmother and mother. My mother passed when my son was going through evaluations for autism. Later, I found her notes and books on autism along with requests for materials from the public library. This was well before the convenience of the internet and computers in the home. It is gratifying to know we shared this quest together. I am thankful to still have my dad who called, emailed, and checked on me continuously throughout the program. He was excited at my progress and celebrated each step along the way with me. I am also thankful for the unbreakable bond that I share with my siblings Mary, Greg, and Matt and for the collective resilience that carries us forward. The greatest thanks to my husband George who provided unconditional love and support, cooked many dinners, and never let me give up. He went on walks with me, took me skating, bought me cake, listened to me vent, and never wavered in his support and belief in me. He took it all in stride as another adventure in our 30 years of marriage. Heartfelt thanks to my son Kyle who is the driving force behind everything that I do. His encouragement when I was stuck or frustrated never failed and he never failed to make me laugh. His courage, intellect, humor, and empathy have shaped him into the best person that I know. His strive for independence, talent, and determination inspire me every day. viii TABLE OF CONTENTS Page LIST OF TABLES ............................................................................................................. xi LIST OF FIGURES .......................................................................................................... xii Chapter I. INTRODUCTION ...................................................................................................1 ASD PREVALENCE...............................................................................................1 ORAL LANGUAGE SKILLS IN ASD ...................................................................2 LISTENING COMPREHENSION ..........................................................................3
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