Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisition single-case research design was used to compare student comprehension of nonmodified and modified books for one first-grade and one fourth-grade student with autism and moderate intellectual disability. Findings indicate student comprehension was higher after reading modified grade-level, nonfiction books compared with similarly matched nonmodified books. These findings show students with ESN can access grade-level books in general education settings with individualized modifications. Recommendations for research and practice are shared. These recommendations include a systematic process for identification of the type and intensity of book modifications that may support comprehension for students with ESN.

中文翻译：

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使用修改版和未修改版书籍对具有广泛支持需求的学生的理解能力的比较

尽管对其创作过程或对理解的影响的评估有限，但修改后的书籍经常被用作具有广泛支持需求（ESN）的学生的理解支持。本研究评估了通识教育课程中非小说类共享书籍阅读过程中通过系统决策过程对个性化书籍和理解问题进行的修改对学生理解的影响。采用重复获取单案例研究设计来比较一名患有自闭症和中度智力障碍的一年级和四年级学生对未修改和修改书籍的理解程度。研究结果表明，与类似匹配的未修改书籍相比，阅读修改后的年级水平的非小说类书籍后，学生的理解力更高。这些发现表明，拥有 ESN 的学生可以在普通教育环境中通过个性化修改来访问年级水平的书籍。分享研究和实践的建议。这些建议包括一个系统化的流程，用于识别书籍修改的类型和强度，以支持具有 ESN 的学生的理解。