Practitioners recommended replacing quiz-style comprehension checks with interactive follow-up activities and separate behavior tracking¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Formative-design practitioners argued that comprehension alone does not indicate intervention effectiveness and preferred reinforcing follow-up activities plus behavior-tracking surveys. → Buyankhishig Enkhjargal 2026

Evidence¶

Buyankhishig Enkhjargal 2026¶

Buyankhishig Enkhjargal, Himanshi Lalwani, Hanan Salam. (2026). AI-Assisted Social Story Intervention for Special Education: The Design of AdaptED Stories. arXiv preprint. https://arxiv.org/abs/2609.24245 doi:10.48550/arxiv.2609.24245

q2 · i? · design · r2

Phase 1 formative design study with five practitioners analyzing Figma mock-ups via reflexive thematic analysis. P2 noted students may "have actually good comprehension on these" yet not perform the behavior, so "the comprehension piece doesn't necessarily give us a lot of information."

"Rather than relying on academic-style comprehension checks, they suggested using follow-up activities that reinforce what the child has learned."

Discussion¶

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