The Impact of Reading to Engage Children With Autism in Language and Learning (RECALL)

Whalon, Kelly; Martinez, Jose R.; Shannon, Darbianne; Butcher, Colleen; Hanline, Mary Frances

doi:10.1177/0271121414565515

Cited by 65 publications

(118 citation statements)

References 40 publications

(50 reference statements)

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“…Os demais comportamentos não mostraram mudanças significativas ao longo das três etapas, observando-se uma importante variabilidade independentemente do procedimento utilizado. Os resultados do presente estudo, embora preliminares, corroboram os de Fleury et al (2014) e Whalon et al (2015) ao mostrar que é possível adaptar a LD para crianças com TEA e que esta pode ser uma estratégia promissora para aumentar o engajamento e a interação verbal dessas crianças. No presente estudo, uma adaptação que mostrou ser benéfica foi, após um levantamento inicial (Etapa 1) com as diversas perguntas usadas na LD, diminuir os tipos de perguntas a partir da Etapa 2.…”

Section: -Resultados E Discussãounclassified

“…Na Etapa 2, houve o acréscimo de um quarto tipo de pergunta -"por quê?". Na Etapa 1, foram usados todos os tipos de perguntas da LD adaptada (RECALL) usadas por Whalon et al (2015). Cada tipo de pergunta foi usado pelo menos duas vezes em cada história (Tabela 1).…”

Section: Procedimentounclassified

“…Em conjunto com o estudo feito por Whalon et al (2015), o presente trabalho visa contribuir para a literatura ainda incipiente acerca das estratégias de mediação de leitura para crianças com desenvolvimento atípico e apoiar as atividades de ensino que buscam desenvolver as habilidades leitoras desta população.…”

Section: -Conclusõesunclassified

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Leitura Dialógica Adaptada Para Uma Criança Com Transtorno Do Espectro Autista: Um Estudo Preliminar

Souza

Queiroz

Flores

2017

Cadernos De Pós-Graduação Em Distúrbios Do Desenvolvimento

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RESUMOA Leitura Dialógica (LD) consiste na leitura compartilhada de livros ilustrados intercalada com perguntas, feedback e expansão das respostas da criança. Estudos que adaptaram a LD para crianças com Transtorno do Espectro Autista (TEA) são promissores, mas ainda são escassos. Este estudo piloto, realizado em uma escola pública, teve por objetivo adaptar um procedimento de LD para uma criança com TEA e verificar efeitos sobre engajamento na tarefa e participação verbal. Foram lidas 20 obras infantis com a criança em três etapas: (1) LD com todos os tipos de perguntas usados tradicionalmente na LDperguntas abertas, de distanciamento e de identificação de emoções, por exemplo; (2) LD apenas com perguntas "tipo Q", como: "O que é isto?", "Quem é este?", "O que ela está fazendo?"; (3) Inclusão de uma hierarquia crescente de dicas vocaisrepetir a pergunta, oportunidade para completar as respostas e apresentação do modelo de resposta. Na Etapa 1 houve alta frequência de se levantar e de ecolalia imediata e não houve iniciações verbais. Na Etapa 2 aumentaram as respostas vocais adequadas, cessaram as ecolalias imediatas e surgiram iniciações verbais da criança, e estas últimas aumentaram na Etapa 3. A restrição feita da variedade de perguntas a partir da Etapa 2 pode ter auxiliado o desempenho ao diminuir o número de diferentes dimensões às quais a criança precisava atentar para responder. As perguntas do mediador podem ter funcionado como modelos para a criança fazer iniciações verbais. Estudos futuros deverão replicar o procedimento usando linha de base múltipla. ABSTRACTDialogic Reading (LD) is the shared reading of picture books interspersed with questions, feedback and expansion of the child's responses. Studies that have adapted to LD for children with Autistic Spectrum Disorder (ASD) are promising but are still scarce. This pilot study, conducted in a public school, investigated effects of an adapted version of LD on task engagement and verbal participation. We read 20 children's works with the child in three stages: (1) LD with all kinds of questions traditionally used in LD (including open questions, distancing and emotion identification);(2) LD only with "wh-type" questions, such as: "What is this?", "Who is this?", "What is she doing?"; (3) Inclusion of a least-to-most prompting hierarchy: repeating or rephrasing the question, completion prompt and response model. During Stage 1 there was a high frequency of getting up and of immediate echolalia and no verbal initiations. During Stage 2 the child´s adequate vocal responses increased, immediate echolalia ceased verbal initiations emerged and increased during Stage 3. Restricting the range of questions during Stage 2 may have aided performance by diminishing the number of different dimensions that the child had to attend to in order to respond. The storyteller´s questions may Recebido em: 09.04.2017 Aceito em: 03.08.2017

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Section: -Resultados E Discussãounclassified

Section: Procedimentounclassified

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Leitura Dialógica Adaptada Para Uma Criança Com Transtorno Do Espectro Autista: Um Estudo Preliminar

Souza

Queiroz

Flores

2017

Cadernos De Pós-Graduação Em Distúrbios Do Desenvolvimento

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“…In recent years, studies began to test adaptations of DR to children with ASD (e.g., Fleury et alia 2014;Whalon, Hanline, & Davis, 2016;Whalon, Martínez, Shannon, Butcher, & Hanline, 2015). Fleury et alia (2014), for example, compared the effects of conventional story reading and DR on task engagement and participation of children with ASD.…”

Section: What This Paper Adds?mentioning

confidence: 99%

“…However, since participation was relatively high throughout the experiment, the specific contribution of DR strategies on engagement was not completely clear. Whalon, Martínez, Shannon, Butcher, and Hanline (2015) tested the effects of an adapted form of DR, termed RECALL, on accurate answers and initiation frequency among children with ASD. They used a least-to-most prompting hierarchy and visual support to promote joint attention and engagement.…”

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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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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Read‐Alouds: A Case Study of Two Preschoolers on the Autism Spectrum

Riojas‐Cortez¹,

Martínez²

2022

The Reading Teacher

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This study examines the types of interactions and early literacy development that occur when non‐verbal 4‐year‐old children on the autism spectrum engage with family members in read‐alouds using authentic children's literature. Findings indicate the importance of quality children's literature for read‐alouds. A key implication of the study is that teachers of young children with autism need to form partnerships with family members to encourage them to engage with their children in authentic read‐alouds.

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The Impact of Reading to Engage Children With Autism in Language and Learning (RECALL)

Cited by 65 publications

References 40 publications

Leitura Dialógica Adaptada Para Uma Criança Com Transtorno Do Espectro Autista: Um Estudo Preliminar

Leitura Dialógica Adaptada Para Uma Criança Com Transtorno Do Espectro Autista: Um Estudo Preliminar

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

Read‐Alouds: A Case Study of Two Preschoolers on the Autism Spectrum

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