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Students with autism spectrum disorders often have difficulty with reading comprehension. This study used a delayed multiple baseline across participants design to evaluate the effects of graphic organizers on the accuracy of wh-questions answered following short passage reading. Participants were three elementary-age students with autism spectrum disorder. Results indicated improved accuracy of responses to wh-questions, generalization, and maintenance of gains following intervention. Implications for future research and practice are discussed.
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Bethune et al. (2013) studied this question.
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