Purdue University, West Lafayette, IN, USA.
Michigan State University, East Lansing, MI, USA.
J Autism Dev Disord. 2018 Oct;48(10):3608-3622. doi: 10.1007/s10803-018-3633-7.
The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed.
本研究旨在探讨共享阅读干预对自闭症谱系障碍（ASD）学生叙事故事理解和任务参与的影响。采用单一被试多个时间基线设计，三名小学阶段的 ASD 学生参与了本研究。共享阅读干预包括阅读前、阅读中和阅读后策略（即主题预测、动态阅读、故事复述）。研究结果表明，所有参与者的阅读理解均有显著提高。尽管与基线相比，干预课程的持续时间更长，但参与者在干预过程中表现出相似或更好的任务参与度。所有参与者在随访中都保持了阅读效果的提高。讨论了实际实施和未来研究的意义。
