A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder

Fleury, Veronica P.; Schwartz, Ilene Sharon

doi:10.1177/0271121416637597

Cited by 96 publications

(139 citation statements)

References 28 publications

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“…While previous studies have used visual prompts and the provision of answers by pointing (Fleury et alia, 2014;Whalon et alia, 2015;Whalon et alia, 2016), our present study expands the results of Fleury and Schwartz (2017) in demonstrating that it is possible to use verbal prompts to help children with ASD answer questions about the story during dialogic reading. Visual prompts may lead a conversation to center on illustrations and hinder progress towards plot-based dialogue (of course, this being an issue depends on the objectives of the activity).…”

Section: Discussionsupporting

confidence: 54%

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Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder

Queiroz¹,

Guevara²,

Souza³

et al. 2020

Preprint

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Dialogic reading (DR) is the shared reading of storybooks, interspersed with dialogues about story and illustrations. Previous findings have indicated that DR can be adapted for children with autism spectrum disorder (ASD) and can improve their engagement in shared reading activities. The present study aimed to investigate how DR with a verbal prompting hierarchy impacted the performance of children with ASD engaged in dialogue about the story. We also measured effects on verbal and non-verbal initiations and on task engagement. We used a single-subject design to test a DR adaptation involving a least-to-most prompting hierarchy with two 7-year-old children with ASD and evaluated the effects on independent verbal responses to questions about the story, verbal and non-verbal initiations, and task engagement. The participants showed an increase of independent verbal answers to WH (Who, What, Where, What) questions about the story, and to the more general “What is happening here?” (WIHH questions). One child showed an increase in verbal initiations. Both children showed high task engagement independently of condition, but with less variability when reading was dialogic. The results of this study support the use of story-based open questions and least-to-most prompting verbal hierarchies for helping children with ASD engage in conversation about the story in shared reading settings.What does this paper add? • The use of an explicit prompting hierarchy method is a step toward systematization of scaffolding strategies during shared reading.• It is possible to use verbal prompts to help children with autism spectrum disorder answer questions about the story during dialogic reading,

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Section: Discussionsupporting

confidence: 54%

“…Recently, Fleury and Schwartz (2017), like Guevara et alia (2017), used verbal prompts in a least-to most prompting hierarchy to help preschool children with ASD to elaborate their answers during DR implemented by para-educators. They tested the effects of the intervention on verbal participation and book-specific vocabulary.…”

Section: What This Paper Adds?mentioning

confidence: 99%

Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder

Queiroz¹,

Guevara²,

Souza³

et al. 2020

Preprint

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“…The fourth study was conducted with pairs of children with ASD and found that all four participating children had fewer incorrect responses and more frequent correct, spontaneous responses in comparison to baseline (Whalon, Martinez, Shannon, Butcher, & Hanline, 2015). The final study (Fleury and Schwartz, 2016) examined 1:1 interventions with 9 preschoolers with ASD and found greater gains in book-specific vocabulary and increased responses to adult question prompts for all children in comparison to baseline book reading session. This initial evidence of efficacy supports our examination of interactive book reading with larger samples of children with ASD.…”

Section: Emergent Literacy Interventionsmentioning

confidence: 99%

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Hudson

Sanders

Greenway

et al. 2017

Exceptional Children

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Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first cohort, children were randomized to interactive book reading treatment (IBR)or a business-as-usual (BAU) control condition; in Cohort 2, children were randomized to phonological awareness treatment (PA)or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from n =47 IBR, n =42 PA, and n =44 BAU students from 57 classrooms in 8 districts were available for analysis. Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (d*=0.29 and 0.30), whereas PA had significantly greater phonological awareness gains (d*=0.39).

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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%

“…1 Fleury and colleagues found that DR improved the verbal participation and vocabulary of children with ASD. 63,64 Whalon and colleagues adapted DR to include systematic instructional procedures shown to support the learning of children with ASD, including visual supports, prompts to promote joint attention, and a least-to-most prompting hierarchy.…”

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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A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder

Cited by 96 publications

References 28 publications

Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder

Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

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