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Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Rachelle WICKS, Auteur Article en page(s) : p.3005-3017 Langues : Anglais (eng) Mots-clés : Asd Children Emergent literacy Preschool Shared book reading Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-020-04406-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3005-3017[article] Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Rachelle WICKS, Auteur . - p.3005-3017.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3005-3017
Mots-clés : Asd Children Emergent literacy Preschool Shared book reading Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-020-04406-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum / Rachelle WICKS in Autism, 24-6 (August 2020)
[article]
Titre : Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rachelle WICKS, Auteur ; Jessica PAYNTER, Auteur ; Marleen F. WESTERVELD, Auteur Article en page(s) : p.1384-1399 Langues : Anglais (eng) Mots-clés : autism spectrum disorder emergent literacy preschool children shared book reading Index. décimale : PER Périodiques Résumé : Children who have an autism diagnosis often have trouble learning to talk and read. These difficulties become noticeable before children start school and may be linked to lower attention and engagement in literacy-related activities such as sharing storybooks with their parents. To date, few researchers have looked at possible ways to measure how children on the autism spectrum engage during shared storybook reading, for example, where children look or how much they talk, and how this may be related to their letter-name knowledge and their vocabulary knowledge. In this study, we analyzed videos of 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. We wanted to see whether where children looked (i.e. toward the storybook, their parent, or elsewhere) and how much they talked were related to what their parents did (e.g. ask questions or provide prompts) and/or children's letter-name knowledge and vocabulary. The videos were coded for different child and parent behaviors. We found that where children looked and how much they talked were strongly related to each other and what parents did during the shared book reading interaction, particularly asking questions and using prompts. In contrast to what we expected, where children looked was not related to children's letter or vocabulary knowledge. Overall, results of the study draw attention to the connection between what parents do and what preschoolers on the spectrum do when sharing storybooks and provide directions for future research. En ligne : http://dx.doi.org/10.1177/1362361319900594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1384-1399[article] Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum [Texte imprimé et/ou numérique] / Rachelle WICKS, Auteur ; Jessica PAYNTER, Auteur ; Marleen F. WESTERVELD, Auteur . - p.1384-1399.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1384-1399
Mots-clés : autism spectrum disorder emergent literacy preschool children shared book reading Index. décimale : PER Périodiques Résumé : Children who have an autism diagnosis often have trouble learning to talk and read. These difficulties become noticeable before children start school and may be linked to lower attention and engagement in literacy-related activities such as sharing storybooks with their parents. To date, few researchers have looked at possible ways to measure how children on the autism spectrum engage during shared storybook reading, for example, where children look or how much they talk, and how this may be related to their letter-name knowledge and their vocabulary knowledge. In this study, we analyzed videos of 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. We wanted to see whether where children looked (i.e. toward the storybook, their parent, or elsewhere) and how much they talked were related to what their parents did (e.g. ask questions or provide prompts) and/or children's letter-name knowledge and vocabulary. The videos were coded for different child and parent behaviors. We found that where children looked and how much they talked were strongly related to each other and what parents did during the shared book reading interaction, particularly asking questions and using prompts. In contrast to what we expected, where children looked was not related to children's letter or vocabulary knowledge. Overall, results of the study draw attention to the connection between what parents do and what preschoolers on the spectrum do when sharing storybooks and provide directions for future research. En ligne : http://dx.doi.org/10.1177/1362361319900594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers / R. WICKS in Autism Research, 15-2 (February 2022)
[article]
Titre : Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers Type de document : Texte imprimé et/ou numérique Auteurs : R. WICKS, Auteur ; Marleen F. WESTERVELD, Auteur ; M. STAINER, Auteur ; J. PAYNTER, Auteur Article en page(s) : p.254-269 Langues : Anglais (eng) Mots-clés : autism spectrum disorder eye gaze eye tracking prompting shared book reading Index. décimale : PER Périodiques Résumé : Prompting children to look at print and picture content during shared book reading (SBR) facilitates joint attention and early language and literacy learning opportunities for typically developing (TD) children. Whether preschoolers with autism spectrum disorder (ASD) respond similarly to bids for joint attention during SBR and how autism characteristics impact upon their responsiveness is currently unclear. This is important given these children are at risk of persistent language and literacy challenges. To address this, we examined the effects of prompts that were solely verbal versus verbal with pointing on visual attention to print and picture targets during SBR with digital storybooks for 34 children with ASD and 27 TD peers. Children with ASD looked as frequently at print targets, but less frequently at picture targets, when prompted compared to TD peers. Both prompt types showed similar effects in shifting children's visual attention to print and picture targets at group level. When groups were combined, autism characteristics influenced children's responsiveness to verbal versus verbal with pointing prompts to print targets, but not to picture targets; children looked more frequently at print targets as autism characteristics increased when verbal prompts were used, with a large effect shown (d = 0.91). Overall, findings suggest that prompting children with ASD to look at print and pictures during SBR with digital storybooks may be helpful in facilitating joint attention to storybook content. Implications for the development of effective early interventions aimed at providing emergent literacy support for children with ASD are discussed. LAY SUMMARY: We looked at how prompting impacted upon where children with autism look during shared book reading with digital storybooks compared to children without autism using eye-tracking. We found the target (pictures or print) was what mattered and number of autism characteristics impacted how responsive children were to different types of prompts. This helps us to understand how prompting may help children with autism to look at print or pictures during shared book reading which could support language or reading interventions. En ligne : http://dx.doi.org/10.1002/aur.2623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 15-2 (February 2022) . - p.254-269[article] Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers [Texte imprimé et/ou numérique] / R. WICKS, Auteur ; Marleen F. WESTERVELD, Auteur ; M. STAINER, Auteur ; J. PAYNTER, Auteur . - p.254-269.
Langues : Anglais (eng)
in Autism Research > 15-2 (February 2022) . - p.254-269
Mots-clés : autism spectrum disorder eye gaze eye tracking prompting shared book reading Index. décimale : PER Périodiques Résumé : Prompting children to look at print and picture content during shared book reading (SBR) facilitates joint attention and early language and literacy learning opportunities for typically developing (TD) children. Whether preschoolers with autism spectrum disorder (ASD) respond similarly to bids for joint attention during SBR and how autism characteristics impact upon their responsiveness is currently unclear. This is important given these children are at risk of persistent language and literacy challenges. To address this, we examined the effects of prompts that were solely verbal versus verbal with pointing on visual attention to print and picture targets during SBR with digital storybooks for 34 children with ASD and 27 TD peers. Children with ASD looked as frequently at print targets, but less frequently at picture targets, when prompted compared to TD peers. Both prompt types showed similar effects in shifting children's visual attention to print and picture targets at group level. When groups were combined, autism characteristics influenced children's responsiveness to verbal versus verbal with pointing prompts to print targets, but not to picture targets; children looked more frequently at print targets as autism characteristics increased when verbal prompts were used, with a large effect shown (d = 0.91). Overall, findings suggest that prompting children with ASD to look at print and pictures during SBR with digital storybooks may be helpful in facilitating joint attention to storybook content. Implications for the development of effective early interventions aimed at providing emergent literacy support for children with ASD are discussed. LAY SUMMARY: We looked at how prompting impacted upon where children with autism look during shared book reading with digital storybooks compared to children without autism using eye-tracking. We found the target (pictures or print) was what mattered and number of autism characteristics impacted how responsive children were to different types of prompts. This helps us to understand how prompting may help children with autism to look at print or pictures during shared book reading which could support language or reading interventions. En ligne : http://dx.doi.org/10.1002/aur.2623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills / Allison F. BEAN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills Type de document : Texte imprimé et/ou numérique Auteurs : Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur Article en page(s) : p.1018-1030 Langues : Anglais (eng) Mots-clés : Autism Engagement Language impairment Literacy Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030[article] Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills [Texte imprimé et/ou numérique] / Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur . - p.1018-1030.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030
Mots-clés : Autism Engagement Language impairment Literacy Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419