Investigating the Effectiveness of Parent-Implemented Shared Book Reading Intervention for Preschoolers with ASD

Autor/inn/en	Westerveld, Marleen F.; Wicks, Rachelle; Paynter, Jessica
Titel	Investigating the Effectiveness of Parent-Implemented Shared Book Reading Intervention for Preschoolers with ASD
Quelle	In: Child Language Teaching and Therapy, 37 (2021) 2, S.149-162 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Westerveld, Marleen F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659021995522
Schlagwörter	Program Effectiveness; Parent Child Relationship; Intervention; Reading Aloud to Others; Preschool Children; Autism; Pervasive Developmental Disorders; Parent Participation; Emergent Literacy; Cognitive Ability; Motor Development; Verbal Ability; Vocabulary; Intelligence Tests; Mullen Scales of Early Learning; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Elternmitwirkung; Frühleseunterricht; Denkfähigkeit; Motorische Entwicklung; Mündliche Leistung; Wortschatz; Intelligence test; Intelligenztest
Abstract	Children diagnosed with autism spectrum disorder (ASD) are at increased risk of persistent language and literacy difficulties. This study investigated the effectiveness of an 8-week parent-implemented shared book reading intervention designed to change parent and child book reading behaviours. Sixteen parents and their preschoolers on the autism spectrum participated. Nine parents were randomly allocated to receive the shared book reading intervention first. The intervention used a coaching model and comprised a training session, four home visits, and four follow-up phone calls. Parents completed a shared book reading video with their child prior to the intervention, immediately post-intervention and eight weeks after the intervention was completed. Following intervention, there was a significant increase in the intervention group parents' use of book-related vocabulary and their explicit teaching of story structure, compared to the waitlist control group. Compared to the control group, there was a significant increase in children's verbal participation (number of utterances and number of different words). However, these effects disappeared when the significant increase in reading duration following the intervention was taken into account. All improvements were maintained over time. Our results highlight the feasibility of a parent-implemented shared book reading intervention for encouraging early language skills in children on the spectrum in a naturalistic setting that is part of many family routines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01