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Journal of Autism and Developmental Disorders

Gepubliceerd in:

04-01-2022 | Original Paper

Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder

Auteurs: Lisa A. Phalen, Laura C. Chezan

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2023

Abstract

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.

vorige artikel Dyadic Effect of Coping on the Perceived Impact of ASD of Children on Parental Quality of Life: Report from the ELENA Cohort

volgende artikel Oxytocin Exposure in Labor and its Relationship with Cognitive Impairment and the Genetic Architecture of Autism

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Titel: Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder
Auteurs: Lisa A. Phalen
Laura C. Chezan
Publicatiedatum: 04-01-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 1/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05416-8

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