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Adapted shared reading at school for minimally verbal students with autism / Charlotte A. MUCCHETTI in Autism, 17-3 (May 2013)
[article]
Titre : Adapted shared reading at school for minimally verbal students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte A. MUCCHETTI, Auteur Article en page(s) : p.358-372 Langues : Anglais (eng) Mots-clés : autism engagement literacy school-based intervention shared reading single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.358-372[article] Adapted shared reading at school for minimally verbal students with autism [Texte imprimé et/ou numérique] / Charlotte A. MUCCHETTI, Auteur . - p.358-372.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.358-372
Mots-clés : autism engagement literacy school-based intervention shared reading single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder / Y. AKEMOGLU in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
[article]
Titre : A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Y. AKEMOGLU, Auteur ; K. R. TOMENY, Auteur Article en page(s) : p.2974-2987 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology/therapy Books Child, Preschool Communication Early Intervention, Educational Female Humans Male Parents Reading Autism Language Shared reading Storybook Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-020-04757-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2974-2987[article] A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Y. AKEMOGLU, Auteur ; K. R. TOMENY, Auteur . - p.2974-2987.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2974-2987
Mots-clés : Autism Spectrum Disorder/psychology/therapy Books Child, Preschool Communication Early Intervention, Educational Female Humans Male Parents Reading Autism Language Shared reading Storybook Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-020-04757-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities / Yusuf AKEMOÄŽLU in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
[article]
Titre : A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Yusuf AKEMOÄŽLU, Auteur ; Dayna LAROUE, Auteur ; Carolina KUDESEY, Auteur ; Mary STAHLMAN, Auteur Année de publication : 2022 Article en page(s) : p.5177-5190 Langues : Anglais (eng) Mots-clés : Child Humans Child, Preschool Developmental Disabilities/therapy Autism Spectrum Disorder Parents/education Child Language Communication Autism Developmental disabilities Early intervention Naturalistic teaching Parent coaching Shared reading Telepractice Index. décimale : PER Périodiques Résumé : In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. Using a single case multiple-baseline design across NCT strategies within each family, we examined, (a) parents' fidelity use of the three NCT strategies, (b) parents' use of book reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses. En ligne : http://dx.doi.org/10.1007/s10803-022-05549-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5177-5190[article] A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities [Texte imprimé et/ou numérique] / Yusuf AKEMOÄŽLU, Auteur ; Dayna LAROUE, Auteur ; Carolina KUDESEY, Auteur ; Mary STAHLMAN, Auteur . - 2022 . - p.5177-5190.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5177-5190
Mots-clés : Child Humans Child, Preschool Developmental Disabilities/therapy Autism Spectrum Disorder Parents/education Child Language Communication Autism Developmental disabilities Early intervention Naturalistic teaching Parent coaching Shared reading Telepractice Index. décimale : PER Périodiques Résumé : In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. Using a single case multiple-baseline design across NCT strategies within each family, we examined, (a) parents' fidelity use of the three NCT strategies, (b) parents' use of book reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses. En ligne : http://dx.doi.org/10.1007/s10803-022-05549-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489