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23-10-2020 | Original Paper

A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder

Auteurs: Yusuf Akemoglu, Kimberly R. Tomeny

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2021

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Abstract

In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers’ use of reading techniques with fidelity, (b) the mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) the children’s communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers’ use of time delay.
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Metagegevens
Titel
A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder
Auteurs
Yusuf Akemoglu
Kimberly R. Tomeny
Publicatiedatum
23-10-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 8/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-020-04757-0