A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Di
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ORIGINAL PAPER
A Parent‑Implemented Shared‑Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder Yusuf Akemoglu1 · Kimberly R. Tomeny1 Accepted: 10 October 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers’ use of reading techniques with fidelity, (b) the mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) the children’s communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. Keywords Autism · Parents · Language · Communication · Shared reading · Storybook Symptoms of autism spectrum disorder (ASD) manifest themselves in the first years of life, characterized by difficulties in social communication and interaction and the presence of restricted and repetitive behaviors and interests (American Psychiatric Association 2013). In young children with ASD, such social communication deficits can include infrequent use of gestures and coordinated communication, delayed speech, and limited imitation skills (Biggs and Meadan 2018). Thus, it is critical to teach communication skills at early ages and promote positive outcomes in social interaction skills for children with ASD (Dubin and Lieberman-Betz 2019).
Naturalistic Communication Interventions Many experts in early ASD interventions agree upon naturalistic developmental behavioral interventions (NDBIs) as recommended practice for working with young children with * Yusuf Akemoglu [email protected] Kimberly R. Tomeny [email protected] 1
Department of Special Education and Multiple Abilities, The University of Alabama, 902 University Blvd, Graves 201, Box 870232, Tuscaloosa, AL 35487, USA
or at risk for ASD (Bruinsma et al. 2019; Schreibman et al. 2015). NDBIs are grounded in the idea that learning opportunities for young children should occur naturally within meaningful contexts and in a developmentally-appropriate manner (Schreibman et al. 2015). Thus, children’s natural caregivers, often parents, are optimal partners in helping promote the acquisition of skills within their family’s daily routines. Parent-implemented intervention is an evidencebased practice for young children with ASD (Wong et al. 2015), and reviews of the literature highlight the effectiveness of parent-implemented intervention in supporting young children with ASD and their families (Bradshaw et al. 2015; Meadan et al. 2009; Siller and
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