Purpose
Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes.
Method
We extracted data from studies meeting specified criteria (
n
= 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language.
Results
Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes.
Conclusion
A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays.
Supplemental Material
https://doi.org/10.23641/asha.16674355
P36 A strategy to identify young children with developmental disabilities via primary care records
