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

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,

Social Valence in Children With Specific Language Impairment During Imitation-Based and Conversation-Based Language Intervention

This study investigated the level of social valence and type of social behaviors expressed in 15 children with specific language impairment as they engaged in typical language intervention activities during conversation-based and imitation-based language programs. These programs were both applied to each child over a period of several weeks. Videotapes of treatment sessions were analyzed for the presence of five verbal and 11 nonverbal behaviors selected to measure social valence. In addition, the child’s level of social valence was scored on a three-point rating scale. The results showed that although both types of treatments were predominantly associated with positive social valence ratings and a high frequency of smiling, laughing, and engagement in the activities, a significantly higher number of these positive ratings and behaviors were noted within conversation-based treatment. In contrast, although negative social valence ratings and expressions of boredom or dislike were very rare, these were observed more frequently under imitation-based treatment. There was a significantly higher rate of verbal initiations in the conversation-based treatment, and a significantly higher rate of quiet, passive participation in the imitation-based treatment. The findings are discussed in relation to treatment selection and viable strategies for assessing treatment acceptability in children.

Use of Concrete Reinforcement to Control Content of Verbal Initiations in Group Therapy with Adolescents

Tokens in the form of ½-in. diameter metal washers were used with 8 hospitalized adolescents in group therapy to reinforce two classes of verbalization content. Class I verbalizations were statements of group members' own problems, while Class II verbalizations were statements which dealt with problems of fellow group members. Baseline frequencies of emission of both content classes were collected. During the first and third experimental phases Class I verbalizations were reinforced, with Class II verbalizations reinforced only during Phase II. Reinforcement was administered on a variable ratio 3 (VR 3) schedule, so that an average of one token was received by a group member for every three emitted verbalizations subject to reinforcement during a given session. Tokens earned in therapy were used to purchase a variety of items and privileges within the basic structure of a token economy system. Results clearly supported the hypothesis that the content of verbalizations in group therapy could be controlled through the differential use of concrete reinforcement.