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  • Investigating the effectiveness of parent-implemented shared book reading intervention for preschoolers with ASD

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    Westerveld475129-Published.pdf (175.5Kb)
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    Author(s)
    Westerveld, Marleen F
    Wicks, Rachelle
    Paynter, Jessica
    Griffith University Author(s)
    Westerveld, Marleen F.
    Paynter, Jessica M.
    Wicks, Rachelle T.
    Year published
    2021
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    Abstract
    Children diagnosed with autism spectrum disorder (ASD) are at increased risk of persistent language and literacy difficulties. This study investigated the effectiveness of an 8-week parent-implemented shared book reading intervention designed to change parent and child book reading behaviours. Sixteen parents and their preschoolers on the autism spectrum participated. Nine parents were randomly allocated to receive the shared book reading intervention first. The intervention used a coaching model and comprised a training session, four home visits, and four follow-up phone calls. Parents completed a shared book reading video ...
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    Children diagnosed with autism spectrum disorder (ASD) are at increased risk of persistent language and literacy difficulties. This study investigated the effectiveness of an 8-week parent-implemented shared book reading intervention designed to change parent and child book reading behaviours. Sixteen parents and their preschoolers on the autism spectrum participated. Nine parents were randomly allocated to receive the shared book reading intervention first. The intervention used a coaching model and comprised a training session, four home visits, and four follow-up phone calls. Parents completed a shared book reading video with their child prior to the intervention, immediately post-intervention and eight weeks after the intervention was completed. Following intervention, there was a significant increase in the intervention group parents’ use of book-related vocabulary and their explicit teaching of story structure, compared to the waitlist control group. Compared to the control group, there was a significant increase in children’s verbal participation (number of utterances and number of different words). However, these effects disappeared when the significant increase in reading duration following the intervention was taken into account. All improvements were maintained over time. Our results highlight the feasibility of a parent-implemented shared book reading intervention for encouraging early language skills in children on the spectrum in a naturalistic setting that is part of many family routines.
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    Journal Title
    Child Language Teaching and Therapy
    DOI
    https://doi.org/10.1177/0265659021995522
    Copyright Statement
    © The Author(s) 2021. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Applied and developmental psychology
    Speech pathology
    Special education and disability
    Education systems
    Allied health and rehabilitation science
    Publication URI
    http://hdl.handle.net/10072/403389
    Collection
    • Journal articles

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