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A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder

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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.

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Acknowledgement

The authors would like to thank the children and parents who participated in this study.

Funding

This work was supported by the College of Education at the University of Alabama [Grant Number:13008-212106-400].

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Authors and Affiliations

  1. Department of Special Education and Multiple Abilities, The University of Alabama, 902 University Blvd, Graves 201, Box 870232, Tuscaloosa, AL, 35487, USA

    Yusuf Akemoglu & Kimberly R. Tomeny

Authors
  1. Yusuf Akemoglu
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  2. Kimberly R. Tomeny
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Contributions

The first author designed the study and collected data. Both first and second author coded and analyzed the data and contributed to the write-up.

Corresponding author

Correspondence to Yusuf Akemoglu.

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Akemoglu, Y., Tomeny, K.R. A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder. J Autism Dev Disord 51, 2974–2987 (2021). https://doi.org/10.1007/s10803-020-04757-0

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  • DOI: https://doi.org/10.1007/s10803-020-04757-0

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