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Young Children with ASD: Parent Strategies for Interaction during Adapted Book Reading Activity
- Source :
-
Grantee Submission . 2017 38(3):171-180. - Publication Year :
- 2017
-
Abstract
- 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).]
Details
- Language :
- English
- Volume :
- 38
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Grantee Submission
- Publication Type :
- Academic Journal
- Accession number :
- ED598688
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/0741932516677831