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Hi Rosanne, <br>
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I have implemented the strategy with students with ASD. As you said, there is such a broad spectrum that it's hard to offer guidelines without knowing more about the characteristics of the student with whom she works.
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I can say that in my experiences, the students were either integrated in an inclusion classroom or in receiving pullout/small group strategic supports and all evidenced gains in all inference question types. The best suggestion I can give is to have the teacher
choose leveled text/passages that the student has some knowledge of or experience and to develop questions/answers accordingly, once the student has shown understanding of the question types. I do think there would need to be a lot of thought put into the
passages used, and the amount of time to practice those inference skills that may be more difficult for the individual reader.
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Hope this helps and happy to discuss it further!</div>
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Nanette<br>
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<div id="divRplyFwdMsg" dir="ltr"><font style="font-size:11pt" face="Calibri, sans-serif" color="#000000"><b>From:</b> Simtrainer-l <simtrainer-l-bounces@lists.ku.edu> on behalf of Rosanne Arvin via Simtrainer-l <simtrainer-l@lists.ku.edu><br>
<b>Sent:</b> Tuesday, January 11, 2022 4:10 PM<br>
<b>To:</b> SIMTRAINER-L <simtrainer-l@lists.ku.edu><br>
<b>Subject:</b> [Simtrainer-l] Inference Strategy & Students with ASD</font>
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<div dir="ltr">We have a participant in an Inference Strategy PD who is working with a student with ASD and she is concerned about the student's ability to "connect" with the text and find clues. This student is a client and the parent will need to understand
how the strategy works and what the expected outcomes could be. We understand how broad the spectrum in, but ...</div>
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<div dir="ltr">Has anyone implemented the strategy with students with ASD? If so, what kind of outcomes did the students experience?</div>
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