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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030 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 [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

Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis / Laura M. JUSTICE in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682 Titre : Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur Article en page(s) : p.1668-1682 Langues : Anglais (eng) Mots-clés : Book-reading  Caregiver interventions  Early literacy  Implementation science  Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis [Texte imprimé et/ou numérique] / Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur . - p.1668-1682. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682 Mots-clés : Book-reading  Caregiver interventions  Early literacy  Implementation science  Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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