Visual Supports to Increase Conversation Engagement for Preschoolers with Autism Spectrum Disorder during Mealtimes: An Initial Investigation

Autor/inn/en	Bateman, Katherine J.; Wilson, Sarah Emily; Gauvreau, Ariane; Matthews, Katherine; Gucwa, Maggie; Therrien, William; Nevill, Rose; Mazurek, Micah
Titel	Visual Supports to Increase Conversation Engagement for Preschoolers with Autism Spectrum Disorder during Mealtimes: An Initial Investigation
Quelle	In: Journal of Early Intervention, 45 (2023) 2, S.163-184 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bateman, Katherine J.) ORCID (Mazurek, Micah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151221111762
Schlagwörter	Autism Spectrum Disorders; Preschool Children; Visual Aids; Interpersonal Communication; Dialogs (Language); Food; Interpersonal Competence; Early Intervention; Early Childhood Teachers + Suchen Sie Ihr Suchwort? Autism; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Anschauungsmaterial; Interpersonale Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Lebensmittel; Interpersonale Kompetenz; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende
Abstract	The diversity of children within the preschool classroom is dramatically changing as children with autism spectrum disorder are increasingly included within it. To engage in the benefits of inclusion, social skills are needed. Yet, children with autism commonly experience difficulties in this area. Extant literature indicates that social skills are more successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classroom, home, and community settings is mealtime. The purpose of this study was to investigate the effectiveness of Snack Talk, a visual communication support, for increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between Snack Talk and conversation engagement. Results from the maintenance probes show that conversation engagement increased across all participants when compared to baseline. Furthermore, a functional relation was established between the teaching phase (baseline and intervention data collection phases) and the maintenance phase. Limitations and directions for further research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01