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

Autor/inn/en	Whalon, Kelly; Martinez, Jose R.; Shannon, Darbianne; Butcher, Colleen; Hanline, Mary Frances
Titel	The Impact of Reading to Engage Children with Autism in Language and Learning (RECALL)
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 2, S.102-115 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414565515
Schlagwörter	Autism; Young Children; Intervention; Program Effectiveness; Learner Engagement; Responses; Pervasive Developmental Disorders; Reading Aloud to Others; Preschool Children; Interpersonal Communication; Communication Skills; Prompting; Attention; Peer Teaching; Peer Relationship; Video Technology; Coding; Evaluation; Positive Reinforcement; Preschool Language Scale; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Autismus; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kommunikation; Kommunikationsstil; Benutzerführung; Aufmerksamkeit; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; Codierung; Programmierung; Evaluierung
Abstract	A multiple baseline across participants design was used to investigate the impact of RECALL (Reading to Engage Children With Autism in Language and Learning) on the correct, unprompted responding and initiations of young children with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention based on dialogic reading. RECALL embeds systematic instructional procedures and supports known to facilitate the learning of children with ASD (e.g., prompting hierarchy and visual supports). Interventionists read aloud with a child with autism and a peer 3 days a week for approximately 2.5 months. Following intervention, all four participating children decreased the frequency of incorrect responding and gradually improved their correct, spontaneous responding to fact- and inference-based questions about story content. In addition, three of the four participants increased the frequency of their initiations. Findings suggest that young children with ASD can participate in and benefit from shared reading interventions with supports. Implications for the implementation of shared reading interventions with young children with ASD are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01