Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum
Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum
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父母及其语言学龄前儿童对自闭症谱系的共享书籍阅读行为
DOI：
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发表时间：
2020
影响因子：
3.9
通讯作者：
Rachelle Wicks
中科院分区：
文献类型：
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作者：
Marleen F. Westerveld;Jessica Paynter;Rachelle Wicks
自闭症谱系的学龄前儿童有持续的语言和识字困难的风险，因此对这一群体的共享书籍阅读（SBR）的研究很重要。我们观察了47个父母和他们的语言学龄前儿童的频谱共享两个不熟悉的图画书和编码的互动父母和儿童的行为。父母能够让他们的孩子参与SBR，并展示了一系列与印刷品和意义相关的SBR行为，没有证据表明他们专注于印刷品。多元回归分析显示，父母的故事结构和使用问题的明确教学对孩子的口头参与的直接影响。需要进一步的研究来解开父母和孩子SBR行为之间的潜在交易关系，以告知早期干预。
Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents’ explicit teaching of story structure and use of questions on their children’s verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention.