Hou Wenwen, Liang Shuqin, Li Jing
State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, 100101, China.
Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.
J Autism Dev Disord. 2025 May 22. doi: 10.1007/s10803-025-06886-w.
The current study investigated whether dialogic reading could improve the verbal response, initiation of communication (questioning and commenting), receptive vocabulary and task engagement in 14 children with autism by using a randomized controlled trial. Moreover, we explored whether the effect of dialogic reading could be generalized to new books. Nine children with autism (mean age = 5.32 years, SD = 1.08) were randomly assigned to the dialogic reading group and five children (mean age = 5.25 years, SD = 1.18) were assigned to the standard book reading group. All children participated in four stages: pre-test, intervention, post-test, and generalization. The intervention was conducted over a four-week period, with three sessions per week, for a total of 12 sessions. We found that during the intervention, children in the dialogic reading group showed significant improvements in responding to adult questions and initiating comments compared with children in the standard book reading group. In addition, the dialogic reading facilitated the vocabulary knowledge and reduced the level of disengagement of children with autism. Further, children in the dialogic reading group could generalize the learned communication skills to new books, although this effect merely reached a marginal significance. Overall, these findings provide unique evidence for the effects of dialogic reading on promoting verbal interaction in children with autism and have great implications for intervention practices.
本研究通过随机对照试验，调查了对话式阅读是否能改善14名自闭症儿童的言语反应、沟通发起（提问和评论）、接受性词汇以及任务参与度。此外，我们还探究了对话式阅读的效果是否能推广到新书上。9名自闭症儿童（平均年龄=5.32岁，标准差=1.08）被随机分配到对话式阅读组，5名儿童（平均年龄=5.25岁，标准差=1.18）被分配到标准图书阅读组。所有儿童都参与了四个阶段：预测试、干预、后测试和推广。干预为期四周，每周进行三次，共12次。我们发现，在干预期间，与标准图书阅读组的儿童相比，对话式阅读组的儿童在回答成人问题和发起评论方面有显著改善。此外，对话式阅读促进了词汇知识的掌握，降低了自闭症儿童的注意力不集中程度。此外，对话式阅读组的儿童能够将所学的沟通技巧推广到新书上，尽管这种效果仅达到边缘显著性。总体而言，这些发现为对话式阅读对促进自闭症儿童言语互动的效果提供了独特的证据，对干预实践具有重要意义。
