A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder.
In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teachin...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 51; no. 8; pp. 2974 - 2988 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Aug2021
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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=151229729&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151229729 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Aug2021 vid: 51 iid: 8 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 151229729 146692256 151229729 151229729 10.1007/s10803-020-04757-0 151229729 ppf: 2974 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder. aug: au: Akemoglu, Yusuf Tomeny, Kimberly R. affil: Department of Special Education and Multiple Abilities, The University of Alabama, Box 870232, 902 University Blvd, Graves 201, 35487, Tuscaloosa, AL, USA sug: subj: Parents Reading Communication Skills Autism Spectrum Disorder Therapy Early Childhood Intervention Human Child, Preschool Books Mothers Education Teaching Methods Mentorship Study Design Child Behavior Treatment Outcomes Trust Parental Behavior Child, Preschool: 2-5 years ab: In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers' use of reading techniques with fidelity, (b) the mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) the children's communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers' use of time delay. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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