Increasing Vocabulary and Listening Comprehension During Adapted Shared Reading: An Intervention for Preschoolers with Autism Spectrum Disorder.

IF 3.2 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-10-05 DOI:10.1007/s10803-023-06149-6

Emre Laçin

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Abstract

Purpose: This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity.

Methods: A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method.

Results: Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support.

Conclusion: The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.

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在适应性共享阅读中提高词汇和听力理解：对患有自闭症谱系障碍的学龄前儿童的干预。

目的：本研究考察了ASD儿童通过适应性共享阅读在词汇和听力技能方面的改善。它还调查了这种增加对新书和社会有效性的推广效应。方法：采用多探针跨参与者设计，研究ASR（适应性共享阅读）对自闭症谱系障碍（ASD）幼儿词汇和听力理解技能的影响。参与者是在土耳其一所学前特殊教育机构学习的被诊断为自闭症谱系障碍的讲土耳其语的儿童。研究人员使用视觉分析方法分析了从基线、干预、概括和掌握阶段获得的数据。结果：经过干预，三名参与的儿童的词汇量和听力理解能力都逐渐提高。研究结果表明，患有自闭症谱系障碍的幼儿可以在支持下参与共享阅读干预并从中受益。结论：自适应共享阅读法（ASR）是提高幼儿ASD词汇和听力理解能力的有效方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Autism and Developmental Disorders PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

8.00

自引率

10.30%

发文量

433

期刊介绍： The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.