[article] 
inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1862-1872

Titre :	Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism
Type de document :	Texte imprimé et/ou numérique
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

[article] Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism [Texte imprimé et/ou numérique] / 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