Young Children with ASD: Parent Strategies for Interaction during Adapted Book Reading Activity

Autor/inn/en	Tipton, Leigh Ann; Blacher, Jan B.; Eisenhower, Abbey S.
Titel	Young Children with ASD: Parent Strategies for Interaction during Adapted Book Reading Activity
Quelle	38 (2017) 3, S.171-180 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Young Children; Pervasive Developmental Disorders; Autism; Parent Child Relationship; Interaction; Emergent Literacy; Reading Strategies; Story Reading; Mothers; Regression (Statistics); Diagnostic Tests; Observation; Cognitive Development; Intelligence Tests; Check Lists; Child Behavior; Factor Analysis; Interpersonal Competence; Books; California (Los Angeles); Massachusetts (Boston); Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Frühe Kindheit; Autismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Frühleseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Mother; Mutter; Regression; Regressionsanalyse; Diagnostic test; Diagnostischer Test; Beobachtung; Kognitive Entwicklung; Intelligence test; Intelligenztest; Checkliste; Faktorenanalyse; Interpersonale Kompetenz; Book; Buch; Monographie; Monografie
Abstract	The purpose of this study was to identify how parents' use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4-7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents' use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions. [This article was published in "Remedial and Special Education" (EJ1141697).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01