Young Children with ASD: Parent Strategies for Interaction during Adapted Book Reading Activity

Y

10

Institute of Education Sciences (ED)

R324A110086

Young Children; Pervasive Developmental Disorders; Autism; Parent Child Relationship; Interaction; Emergent Literacy; Reading Strategies; Story Reading; Mothers; Regression (Statistics); Literacy; Diagnostic Tests; Observation; Cognitive Development; Intelligence Tests; Check Lists; Child Behavior; Factor Analysis; Interpersonal Competence; Books

California (Los Angeles); Massachusetts (Boston)

Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence; Child Behavior Checklist

10.1177/0741932516677831

The purpose of this study was to identify how parents' use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4-7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents' use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions. [This article was published in "Remedial and Special Education" (EJ1141697).]

As Provided

Yes

2019

ED598688