Examining the effectiveness of the visualizing and verbalizing program for language comprehension and thinking© on two bilingual students with Asperger syndrome. (c2013)

Abstract

The purpose of this case study was to determine the effectiveness of the Visualizing and Verbalizing for Language Comprehension and Thinking© by Nancibell on two upper elementary students diagnosed with Asperger Syndrome, one of the autism spectrum disorders (ASDs). Another aim was to identify the changes in the students’ attitude and motivation throughout the intervention. Progress in reading comprehension skills was monitored using the curriculum-based measurement (CBM) before, during, and after the intervention. The intervention took place over a period of four weeks at the rate of ten sessions per week. The researcher compared the results of two students in the experimental group who were exposed to the program with two ASD peers in the control group who were not exposed to any intervention. The results showed that the program significantly improved the reading comprehension skills of the students who were exposed to the intervention, and they developed a more positive attitude and increased motivation towards tasks that require reading comprehension. Based on the results, implications and recommendations for future research were drawn.