Increasing Vocabulary and Listening Comprehension During Adapted Shared Reading: An Intervention for Preschoolers with Autism Spectrum Disorder

Laçin E.

Journal of Autism and Developmental Disorders, cilt.54, sa.12, ss.4376-4393, 2024 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 54 Sayı: 12
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1007/s10803-023-06149-6
  • Dergi Adı: Journal of Autism and Developmental Disorders
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, PASCAL, BIOSIS, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.4376-4393
  • Anahtar Kelimeler: Adapted shared reading, Listening comprehension autism, Preschooler autism, Vocabulary autism
  • Hatay Mustafa Kemal Üniversitesi Adresli: Evet

Özet

Purpose: This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity. Methods: A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method. Results: Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support. Conclusion: The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.