A trial of online ABRACADABRA literacy instruction with supplementary parent-led shared book reading for children with autism

Bailey, Benjamin; Sellwood, Darryl; Rillotta, Fiona; Raghavendra, Parimala; Arciuli, Joanne

doi:10.1016/j.ridd.2022.104198

Cited by 7 publications

(11 citation statements)

References 25 publications

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“…Given the documented relationship between parents’ positive attitudes towards SBR and observations of actual practice (Barnyak, 2011 ), our findings carry some important practical and policy implications. The parents’ emphasis on the child’s and their own control during SBR speaks to intervention studies concerned with parents’ confidence and guidance during reading, particularly with atypical or struggling readers (e.g., Bailey et al, 2022 ). Responsive and shared control between parents and children during SBR was shown to support higher learning benefits for pre-school children (Landry et al, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

Kucirkova

Grøver

2022

Early Childhood Educ J

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Parents’ attitudes are an important indicator of whether and how parents engage in shared book reading (SBR) at home. This study analysed Norwegian parents’ attitudes towards reading books with their children aged between 1–4.5 years. Thematic analysis of data from 24 interviews revealed two main themes in parents’ accounts: agency (the child’s independence, the adult’s control as well as their shared control during SBR) and embodiment (physical presence and intimate experience of a SBR session). Both themes correspond to parents’ preference for reading print rather than digital books with their children. Findings are discussed from the socio-material theoretical perspective, with attention to their practical and policy implications.

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Section: Discussionmentioning

confidence: 99%

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

Kucirkova

Grøver

2022

Early Childhood Educ J

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“…The “Implementer” label was applied (in detail: “Implementer” 20/98) when caregivers were reported to play an active role in the telerehabilitation activities but not for every home-based task, even if it was described as part of the intervention (e.g., we did not use this label when caregivers were merely asked to install software and supervise its use). A smaller subset of papers outlined a therapeutic relationship where professionals and caregivers share ideas to adapt the rehabilitative program (“Adaptor” 9/98) ( 8 , 51 , 55 , 75 , 82 , 85 , 93 , 95 , 98 ) or have an active dialog to set the focus of the intervention (“Collaborative Decision Maker” 1/98) ( 98 ).…”

Section: Resultsmentioning

confidence: 99%

The wide world of technological telerehabilitation for pediatric neurologic and neurodevelopmental disorders – a systematic review

Del Lucchese,

Parravicini,

Filogna

et al. 2024

Front. Public Health

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IntroductionThe use of Information and Communication Technology (ICT) for assessing and treating cognitive and motor disorders is promoting home-based telerehabilitation. This approach involves ongoing monitoring within a motivating context to help patients generalize their skills. It can also reduce healthcare costs and geographic barriers by minimizing hospitalization. This systematic review focuses on investigating key aspects of telerehabilitation protocols for children with neurodevelopmental or neurological disorders, including technology used, outcomes, caregiver involvement, and dosage, to guide clinical practice and future research.MethodThis systematic review adhered to PRISMA guidelines and was registered in PROSPERO. The PICO framework was followed to define the search strategy for technology-based telerehabilitation interventions targeting the pediatric population (aged 0–18) with neurological or neurodevelopmental disorders. The search encompassed Medline/PubMed, EMBASE, and Web of Science databases. Independent reviewers were responsible for selecting relevant papers and extracting data, while data harmonization and analysis were conducted centrally.ResultsA heterogeneous and evolving situation emerged from our data. Our findings reported that most of the technologies adopted for telerehabilitation are commercial devices; however, research prototypes and clinical software were also employed with a high potential for personalization and treatment efficacy. The efficacy of these protocols on health or health-related domains was also explored by categorizing the outcome measures according to the International Classification of Functioning, Disability, and Health (ICF). Most studies targeted motor and neuropsychological functions, while only a minority of papers explored language or multi-domain protocols. Finally, although caregivers were rarely the direct target of intervention, their role was diffusely highlighted as a critical element of the home-based rehabilitation setting.DiscussionThis systematic review offers insights into the integration of technological devices into telerehabilitation programs for pediatric neurologic and neurodevelopmental disorders. It highlights factors contributing to the effectiveness of these interventions and suggests the need for further development, particularly in creating dynamic and multi-domain rehabilitation protocols. Additionally, it emphasizes the importance of promoting home-based and family-centered care, which could involve caregivers more actively in the treatment, potentially leading to improved clinical outcomes for children with neurological or neurodevelopmental conditions.Systematic review registrationPROSPERO (CRD42020210663).

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“…Teaching strategies, including facilitation, audio/video, teaching aids, monitoring, and mentoring, are pivotal for creating inclusive and engaging virtual learning environments for children with special needs. Facilitation involves telehealth, aiding caregivers and educators remotely [41]. User-friendly methods for organizing and presenting resources are crucial [28], [39], [42].…”

Section: Theme 3-teaching Strategiesmentioning

confidence: 99%

Virtual teaching and learning for autistic students amidst the pandemic: a systematic literature review

Ab Mahadi,

Yahya,

Akma Ahmad

et al. 2024

Bulletin EEI

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Teaching and learning for autistic students during the COVID-19 pandemic pose challenges for educators. This systematic literature review (SLR) aimed to explore the effectiveness of virtual teaching and learning (VTL) by employing the reporting standards for systematic evidence syntheses (ROSES) framework. Articles from databases like Scopus, Web of Science, and Google Scholar were systematically examined, focusing on themes such as support, coping strategies, teaching methods, flexibility, and communication. The review identified 14 sub-themes within these categories, providing tailored coping and teaching strategies for parents, teachers, and caregivers working with autistic students. From 706 initially identified articles, 376 were selected, with 17 specifically relevant to virtual teaching for autistic students during the pandemic. These findings contribute insights to the existing literature and offer practical implications to enhance VTL experiences for autistic students facing pandemic challenges.

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A trial of online ABRACADABRA literacy instruction with supplementary parent-led shared book reading for children with autism

Cited by 7 publications

References 25 publications

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

The wide world of technological telerehabilitation for pediatric neurologic and neurodevelopmental disorders – a systematic review

Virtual teaching and learning for autistic students amidst the pandemic: a systematic literature review

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