Department of Special Education, Faculty of Education Antakya, Hatay Mustafa Kema University, 31060, Hatay, Turkey.
J Autism Dev Disord. 2024 Dec;54(12):4376-4393. doi: 10.1007/s10803-023-06149-6. Epub 2023 Oct 5.
This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity.
A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method.
Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support.
The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.
本研究通过改编的共享阅读来考察自闭症谱系障碍（ASD）儿童词汇和听力技能的提高，并探讨这种提高对新书籍和社会有效性的泛化效果。
采用多参与者跨探针设计来研究适应共享阅读（ASR）对土耳其语谱系障碍（ASD）学前特殊教育机构儿童词汇和听力理解技能的影响。研究人员使用视觉分析方法分析了从基线、干预、泛化和掌握阶段获得的数据。
在干预之后，所有三个参与的孩子的词汇和听力理解技能都逐渐提高。研究结果表明，在支持下，患有 ASD 的幼儿可以参与并受益于共享阅读干预。
改编的共享阅读方法（ASR）是提高自闭症谱系障碍儿童词汇和听力理解技能的有效方法。
