Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder / Lisa A. PHALEN in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.50-65 Titre : Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. PHALEN, Auteur ; Laura C. CHEZAN, Auteur Article en page(s) : p.50-65 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Our purpose in this study was to examine the effects of an intervention package consisting of shared book reading and an adapted question “answer relationship (QAR) strategy comprised of visual supports and think-aloud scripts on listening comprehension in four preschool children with autism spectrum disorder (ASD). We used a single-subject concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package on producing acquisition and maintenance of listening comprehension across four types of comprehension questions. Visual analysis and Tau-U effect size indicated that the intervention package was effective in producing acquisition and maintenance of listening comprehension in preschool children with ASD. Directions for future research and clinical implications for early education practice are discussed. En ligne : https://doi.org/10.1007/s10803-021-05416-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lisa A. PHALEN, Auteur ; Laura C. CHEZAN, Auteur . - p.50-65. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.50-65 Index. décimale : PER Périodiques Résumé : Our purpose in this study was to examine the effects of an intervention package consisting of shared book reading and an adapted question “answer relationship (QAR) strategy comprised of visual supports and think-aloud scripts on listening comprehension in four preschool children with autism spectrum disorder (ASD). We used a single-subject concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package on producing acquisition and maintenance of listening comprehension across four types of comprehension questions. Visual analysis and Tau-U effect size indicated that the intervention package was effective in producing acquisition and maintenance of listening comprehension in preschool children with ASD. Directions for future research and clinical implications for early education practice are discussed. En ligne : https://doi.org/10.1007/s10803-021-05416-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

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