Technology-Enhanced Dialogic Reading Experiences for Children With Developmental Disabilities

2021 ◽  
pp. 016264342199900
Author(s):  
Sloan O. Storie ◽  
Christan Grygas Coogle ◽  
Naomi L. Rahn
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Autism Spectrum ◽  
Dialogic Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Early Childhood Educator ◽  
Inclusive Practice ◽  
Speech Language Pathologist ◽  
Wh Questions

This manuscript describes an early childhood educator working collaboratively with a speech language pathologist and using an augmentative and alternative (AAC) device (iPad™ application) to label target vocabulary during shared book reading as an inclusive practice. The child throughout the vignettes includes a young boy identified with autism spectrum disorder who has limited verbal communication. The focus of this manuscript is using traditional wh- questions within level one of dialogic reading paired with an AAC device during shared book reading sessions. Step-by-step procedures that can be used widely including adaptations and considerations for individualizing instructions are provided. Resources and additional supports are discussed.

Increasing Social Initiations During Shared Book Reading: An Intervention for Preschoolers With Autism Spectrum Disorder

2018 ◽  
Vol 39 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Sophia R. D’Agostino ◽  
Ana D. Dueñas ◽  
Joshua B. Plavnick
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Book Reading ◽  
Shared Book Reading ◽  
Future Research ◽  
Probe Design ◽  
Children With Asd ◽  
Multiple Probe

Children with autism spectrum disorder (ASD) are often delayed in acquiring social initiation skills utilized during common early childhood activities. A multiple probe design was utilized to assess the efficacy of a shared book reading intervention to increase the independent commenting of three young children with ASD. The intervention resulted in participant’s acquisition of social commenting in the form of independent pointing and verbal commenting to gain social attention from an adult. The results suggest that young children with ASD can independently initiate social interactions during shared book reading when these behaviors are systematically taught and reinforced. Implications for practice and directions for future research aimed toward generalization and improving the implementation of shared book reading interventions are discussed.

scholarly journals Enhanced brain signal variability in children with autism spectrum disorder during early childhood

2015 ◽  
Vol 37 (3) ◽  
pp. 1038-1050 ◽  
Author(s):  
Tetsuya Takahashi ◽  
Yuko Yoshimura ◽  
Hirotoshi Hiraishi ◽  
Chiaki Hasegawa ◽  
Toshio Munesue ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Signal Variability

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

scholarly journals Infant quantitative risk for autism spectrum disorder predicts executive function in early childhood

2018 ◽  
Vol 11 (11) ◽  
pp. 1532-1541 ◽  
Author(s):  
Rebecca L. Stephens ◽  
Linda R. Watson ◽  
Elizabeth R. Crais ◽  
J. Steven Reznick
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Executive Function ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Lara Rodrigues Queiroz ◽  
Victor Loyola Souza Guevara ◽  
Carlos Barbosa Alves de Souza ◽  
Eileen Pfeiffer Flores
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Shared Reading ◽  
Task Engagement ◽  
Spectrum Disorder ◽  
Dialogic Reading ◽  
Verbal Responses ◽  
Children With Asd ◽  
Verbal Initiations

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 questions). 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.What does this paper add? • The use of an explicit prompting hierarchy method is a step toward systematization of scaffolding strategies during shared reading.• It is possible to use verbal prompts to help children with autism spectrum disorder answer questions about the story during dialogic reading,

Speech, Language, and Communication Deficits and Intervention in a Single Case of Pediatric Autoimmune Encephalitis

2021 ◽  
pp. 1-18
Author(s):  
Christine Brennan ◽  
Haley Weintraub ◽  
Sherri Tennant ◽  
Christina Meyers
Keyword(s):  
Special Education ◽  
Autoimmune Encephalitis ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Book Reading ◽  
Descriptive Case Study ◽  
Medical Diagnoses ◽  
Speech Language Pathologist ◽  
Language And Communication

Purpose The current literature on pediatric autoimmune encephalitis (AE) focuses on medical identification/diagnosis and medical treatments. Data about the identification and treatment of communication disorders in these children are limited. This clinical focus article provides an example of the speech, language, and communication characteristics, intervention, and recovery of a single child with medical diagnoses of pediatric AE and pediatric acute-onset neuropsychiatric syndrome (PANS) and special education eligibility under the autism spectrum disorder category. Method This is an in-depth illustrative/descriptive case study. Medical, educational, and speech-language documentation of one child diagnosed with AE at age 7 years was reviewed. Methods included interviews with family members, teachers, and the school speech-language pathologist and reviews of documentation including evaluations, reports, and Individualized Education Programs. Results This child received special education and therapy services through his public school and a university speech-language clinic. He concurrently received medical treatment for AE and PANS. Comprehensive augmentative and alternative communication (AAC) intervention included the use of core words, modeling, parallel talk, self-talk, expansive recasts, shared book reading, family counseling, and collaboration with the parents and the school speech-language pathologist. The child made progress on all goals despite irregular attendance to therapy due to medical complications. Discussion Because experimental research including this population is currently limited, this descriptive case study provides valuable information to clinicians, educators, pediatricians, medical diagnosticians, and anyone providing services to a child with a complex neuropsychological disorder like AE. Future research is needed with more children who have AE, especially experimental investigations of the intervention methods utilized here. Additional research of more children with AE can provide information about the scope and severity of speech, language, and communication needs and the trajectory of recovery given AAC intervention.

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