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Autor/inn/enD'Agostino, Sophia R.; Dueñas, Ana D.; Plavnick, Joshua B.
TitelIncreasing Social Initiations during Shared Book Reading: An Intervention for Preschoolers with Autism Spectrum Disorder
QuelleIn: Topics in Early Childhood Special Education, 39 (2020) 4, S.213-225 (13 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0271-1214
DOI10.1177/0271121418816422
SchlagwörterReading Aloud to Others; Autism; Pervasive Developmental Disorders; Early Intervention; Program Effectiveness; Verbal Communication; Nonverbal Communication; Behavior Modification; Diagnostic Tests; Observation; Childrens Literature; Interpersonal Competence; Preschool Education; Young Children; Child Development; Emergent Literacy; Autism Diagnostic Observation Schedule
AbstractChildren with autism spectrum disorder (ASD) are often delayed in acquiring social initiation skills utilized during common early childhood activities. A multiple probe design was utilized to assess the efficacy of a shared book reading intervention to increase the independent commenting of three young children with ASD. The intervention resulted in participant's acquisition of social commenting in the form of independent pointing and verbal commenting to gain social attention from an adult. The results suggest that young children with ASD can independently initiate social interactions during shared book reading when these behaviors are systematically taught and reinforced. Implications for practice and directions for future research aimed toward generalization and improving the implementation of shared book reading interventions are discussed. (As Provided).
AnmerkungenSAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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