Dialogic reading: effects on independent verbal responses, verbal and non-verbal initiations, and engagement of children with autism spectrum disorder
Int. j. psychol. psychol. ther. (Ed. impr.)
; 20(1): 47-59, mar. 2020. tab, graf
Artigo
em Inglês
| IBECS
| ID: ibc-196855
Biblioteca responsável:
ES1.1
Localização: BNCS
ABSTRACT
Dialogic reading (DR) is the shared reading of storybooks, interspersed with dialogues about story and illustrations. Previous findings have indicated that DR can be adapted for children with autism spectrum disorder (ASD) and can improve their engagement in shared reading activities. The present study aimed to investigate how DR with a verbal prompting hierarchy impacted the performance of children with ASD engaged in dialogue about the story. We also measured effects on verbal and non-verbal initiations and on task engagement. We used a single-subject design to test a DR adaptation involving a least-to-most prompting hierarchy with two 7-year-old children with ASD and evaluated the effects on independent verbal responses to questions about the story, verbal and non-verbal initiations, and task engagement. The participants showed an increase of independent verbal answers to WH (Who, What, Where, What) questions about the story, and to the more general "What is happening here?" (WIHH) question. One child showed an increase in verbal initiations. Both children showed high task engagement independently of condition, but with less variability when reading was dialogic. The results of this study support the use of story-based open questions and least-to-most prompting verbal hierarchies for helping children with ASD engage in conversation about the story in shared reading settings
RESUMEN
No disponible
Texto completo:
Disponível
Coleções:
Bases de dados nacionais
/
Espanha
Base de dados:
IBECS
Assunto principal:
Psicometria
/
Comportamento Verbal
/
Comunicação
/
Compreensão
/
Transtorno do Espectro Autista
Limite:
Criança
/
Humanos
/
Masculino
Idioma:
Inglês
Revista:
Int. j. psychol. psychol. ther. (Ed. impr.)
Ano de publicação:
2020
Tipo de documento:
Artigo
Instituição/País de afiliação:
King's College London/United Kingdon
/
Universidade Federal de Pará/Brazil
/
Universidade de Brasília/Brazil