Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum.
Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactio...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 50; no. 8; pp. 3005 - 3018 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Aug2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144696599&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144696599 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Aug2020 vid: 50 iid: 8 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 144696599 143958067 144696599 144696599 10.1007/s10803-020-04406-6 144696599 ppf: 3005 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum. aug: au: Westerveld, Marleen F. Paynter, Jessica Wicks, Rachelle affil: School of Allied Health Sciences, Griffith University, Gold Coast, Australia sug: subj: Books Reading Child Behavior Evaluation Parental Behavior Evaluation Parent-Child Relations Autism Spectrum Disorder Psychosocial Factors Language Development Human Child, Preschool Multiple Regression Literacy Child, Preschool: 2-5 years ab: Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents' explicit teaching of story structure and use of questions on their children's verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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