[article]
| Titre : |
Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism |
| Type de document : |
texte imprimé |
| Auteurs : |
Alyssa R. HENRY, Auteur ; Carlin CONNER, Auteur ; Matthew C. ZAJIC, Auteur ; Emily J. SOLARI, Auteur |
| Article en page(s) : |
p.1862-1872 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS+PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child?s outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test. |
| En ligne : |
https://doi.org/10.1007/s10803-022-05474-6 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 |
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1862-1872
[article] Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism [texte imprimé] / Alyssa R. HENRY, Auteur ; Carlin CONNER, Auteur ; Matthew C. ZAJIC, Auteur ; Emily J. SOLARI, Auteur . - p.1862-1872. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1862-1872
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS+PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child?s outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test. |
| En ligne : |
https://doi.org/10.1007/s10803-022-05474-6 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 |
|  |
Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
