Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study

Fleury, Veronica P.; Miramontez, Shane Herriott; Hudson, Roxanne F.; Schwartz, Ilene Sharon

doi:10.1177/0265659013514069

Cited by 64 publications

(87 citation statements)

References 39 publications

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“…In short, with his verbal capability, he showed effective responses to any verbal initiation performed by his teacher.The strategy of introducing reading skill for the children was taken by the teacher to stimulate them with skill of spelling letters to certain meaningful language units. This is different from what Fleury, Miramontez, & Hudson (2014) have conducted. They investigated how reading aloud to children with autism might stimulate them with language units.…”

Section: Resultscontrasting

confidence: 85%

Teacher Non-Verbal Behaviour as Part of Multimodal Interaction to Children With Autism

Djatmika¹,

Wibowo²,

Sugini³

2018

Proceedings of the Fourth Prasasti International Seminar on Linguistics (Prasasti 2018)

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The paper discusses non verbal behavior performed and exploited by a teacher of children with autism as part of multimodal interaction in transferring knowledge. Data were collected from one teaching session carried out by a teacher and five children with autism. Data in the forms of body language, facial gesture, proximity, kinesics and other aspects of non verbal behavior were collected from such a session. The results show that strategies in exploiting non verbal aspects of the interaction are influenced by the autistic conditions of the children. As each of students in the class has different conditions, the teacher should design different non verbal approaches in transferring the knowledge to the children. In general, the teacher always equipped her utterances with body movements, facial gestures, standing position as well as paralinguistic resources such as intonation and loudness of speech. The strategies are performed to support the verbal behavior the teacher has in the teaching session and both represent multimodal interaction in the session. It is expected that the results of this research can be good benefits for other teachers or parents of children with autism in the process of assisting the children.

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Section: Resultscontrasting

confidence: 85%

Teacher Non-Verbal Behaviour as Part of Multimodal Interaction to Children With Autism

Djatmika¹,

Wibowo²,

Sugini³

2018

Proceedings of the Fourth Prasasti International Seminar on Linguistics (Prasasti 2018)

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“…In joint book reading, an interventionist “reads” from a storybook, providing repeated exposures to targeted vocabulary paired with pictures (referents) (Bellon, Ogletree, & Harn, 2000; Fleury, Miramontez, Hudson, & Schwartz, 2013). Communication opportunities can be created by pausing during joint book reading to allow the child to respond with a specific vocabulary item or re-tell part of the book.…”

Section: Teaching Contextsmentioning

confidence: 99%

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Brady

Storkel

Bushnell

et al. 2015

Am J Speech Lang Pathol

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Purpose To investigate a new intervention package aimed at increasing expressive word learning by school-age children with autism who have limited expressive vocabularies. This pilot investigation was intended to show proof of concept. Method Ten children between the ages of 6-10 years with educational diagnoses of autism and limited expressive vocabularies at the outset of the study participated. A multimodal intervention composed of speech sound practice and AAC was used to teach individualized vocabulary words that were selected based on initial speech sound repertoires and principles of phonotactic probability and neighborhood density. A multiple-probe design was used to evaluate learning outcomes. Results Five children showed gains in spoken- word learning across successive word sets (High Responders). Five children did not meet learning criteria (Low Responders). Comparisons of behaviors measured prior to intervention indicated that High Responders had relatively higher skills in receptive language, prelinguistic communication, vocal/verbal imitation, adaptive behavior and consonant productions. Conclusions The intervention package holds promise for improving spoken word productions for some children with autism who have limited expressive vocabularies. Further research is needed to better describe who may most benefit from this approach as well as investigate generalized benefits to untaught contexts and targets.

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“…61 At present, preschool interventions that address language comprehension of children with ASD emphasize shared reading. Shared reading interventions have improved spontaneous verbalizations, [62][63][64] vocabulary, 64 and correct responding. 65,66 Dialogic reading (DR) is a shared reading intervention that enhances the oral language skills necessary for future reading comprehension, 5 and is well supported in the literature.…”

Section: Manipulating Sounds In Wordsmentioning

confidence: 99%

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

Whalon

2018

Semin Speech Lang

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Foundational to autism spectrum disorder (ASD) are difficulties developing joint attention, social reciprocity, and language/communication. These challenges place children with ASD at risk for future reading failure. Research suggests that many school-aged children with ASD will learn the decoding skills necessary to effectively read text, but will struggle with comprehension. Yet, the reading profiles of learners with ASD also show great heterogeneity, with some also unable to effectively decode new words. The range of challenges associated with ASD highlights the need for comprehensive literacy/reading instruction that addresses both code- and meaning-focused skills from the earliest grades. This article will provide an overview of effective interventions that support both the code- and meaning-focused skills of learners with ASD. Specific examples of effective instructional practices for learners with ASD will be shared.

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Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study

Cited by 64 publications

References 39 publications

Teacher Non-Verbal Behaviour as Part of Multimodal Interaction to Children With Autism

Teacher Non-Verbal Behaviour as Part of Multimodal Interaction to Children With Autism

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

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