Volume 20 Num. 1 - March 2020
Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder
Volume 20 Num. 1 - March 2020 - Pages 47-59
Authors:
Rodrigues Queiroz L , Souza Guevara VG, , Alves Souza CB , Pfeiffer Flores E
Abstract:
Volume 20, 1, 2020. To be published March 1st 2020
Dialogic reading (DR) is the shared reading of storybooks, interspersed with dialogues about story and illustrations. Previous findings have indicated that DR can be adapted for children with autism spectrum disorder (ASD) and can improve their engagement in shared reading activities. The present study aimed to investigate how DR with a verbal prompting hierarchy impacted the performance of children with ASD engaged in dialogue about the story. We also measured effects on verbal and non-verbal initiations and on task engagement. We used a single-subject design to test a DR adaptation involving a least-to-most prompting hierarchy with two 7-year-old children with ASD and evaluated the effects on independent verbal responses to questions about the story, verbal and non-verbal initiations, and task engagement. The participants showed an increase of independent verbal answers to WH (Who, What, Where, What) questions about the story, and to the more general “What is happening here?” (WIHH) question. One child showed an increase in verbal initiations. Both children showed high task engagement independently of condition, but with less variability when reading was dialogic. The results of this study support the use of story-based open questions and least-to-most prompting verbal hierarchies for helping children with ASD engage in conversation about the story in shared reading settings.
How to cite this paper: Rodrigues-Queiroz L, Souza-Guevara VG, Alves-Souza CB, Pfeiffer-Flores E (2020). Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder. International Journal of Psychology & Psychological Therapy, 20, 1, 47-59
THIS PAPER WILL BE AVAILABLE IN OPEN ACCESS on March 1st, 2020
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