Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers
Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers
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DOI：
10.1007/s10803-018-3632-8
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发表时间：
2018-10-01
影响因子：
3.9
通讯作者：
Hugh, Maria L.
中科院分区：
文献类型：
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作者：
Fleury, Veronica P.;Hugh, Maria L.
给孩子们阅读是一种有价值的做法，可以促进形成未来阅读成功基础的新兴识字和语言技能。我们进行了一项描述性研究，以确定可以促进或抑制儿童参与阅读的因素，照顾者和他们的自闭症谱系障碍儿童（n = 17）和照顾者和他们的典型发育儿童（n = 20）之间的共享书籍阅读的做法。照顾者和他们的孩子读九本书（熟悉的，非小说，小说）。与正常发育的儿童相比，ASD儿童表现出较低的被动参与（看书）和较高的非参与行为水平。照顾者的阅读质量和书籍类型有助于阅读过程中的联合参与。这些研究结果的干预发展的影响进行了讨论。
Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children's engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.