Dialogic Reading and Adapted Dialogic Reading With Preschoolers With Autism Spectrum Disorder

Journal of Early Intervention - Tập 40 Số 4 - Trang 363-379 - 2018
Christan Grygas Coogle1, Kimberly K. Floyd2, Naomi L. Rahn2
1George Mason University, Fairfax, VA, USA
2West Virginia University, Morgantown, USA

Tóm tắt

An adapted alternating treatments design, replicated across two books, was used to examine the effects of Dialogic Reading delivered using traditional paperback books and technology-enhanced books utilizing a Surface tablet on the vocabulary acquisition of four preschoolers with autism spectrum disorder. For each book, 30 words were randomly assigned to conditions (i.e., 10 to traditional Dialogic Reading, 10 to Dialogic Reading with technology, 10 to control). Intervention was delivered 1 to 4 times per week across 6 months. Results suggest both methods increased vocabulary compared with baseline. Dialogic Reading delivered via both paperback and technology-enhanced books is promising for increasing vocabulary for preschoolers with autism spectrum disorder.

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