Sampling Engagement in Shared Reading Activities with Children with Autism Spectrum Disorder: A Generalizability Study

Autor/inn/en	Ford, Andrea L. B.; Fleury, Veronica P.
Titel	Sampling Engagement in Shared Reading Activities with Children with Autism Spectrum Disorder: A Generalizability Study
Quelle	In: Topics in Early Childhood Special Education, 41 (2021) 3, S.178-190 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ford, Andrea L. B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214211031985
Schlagwörter	Reading Aloud to Others; Books; Fiction; Nonfiction; Context Effect; Preschool Children; Caregiver Child Relationship; Autism; Pervasive Developmental Disorders; Attention; Participation; Expressive Language; Error of Measurement; Correlation; Child Development; Measures (Individuals); Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Fiktion; Non-fiction; Nichtfiktionaler Text; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Aufmerksamkeit; Teilnahme; Messfehler; Korrelation; Kindesentwicklung; Messdaten
Abstract	Researchers seeking to make valid conclusions about engagement for young children with autism spectrum disorder (ASD) must first determine the reliability of estimates obtained across the conditions sampled. Working from that premise, we conducted a secondary data analysis of shared book readings between caregivers and their children with ASD, examining the contribution of measurement error on estimates of four states of child engagement. Caregivers read two different book types, each three times, with their children. With book type and occasion as measurement facets, we conducted a generalizability study and a series of decision studies. With the interaction of "Persons × Book Type × Occasion" contributing the most measurement error for four engagement variables, we only found stable estimates for unengaged behaviors. For the active engagement, visual engagement, and disruptive variables, 4, 5, and more than 10 book types, respectively, were necessary to obtain stable estimates across two occasions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01