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Strategy instruction for typically d...

Finke, Erinn H.

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Strategy instruction for typically developing children: Joint book reading with children with autism spectrum disorder who require augmentative and alternative communication.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Strategy instruction for typically developing children: Joint book reading with children with autism spectrum disorder who require augmentative and alternative communication./
Author:	Finke, Erinn H.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	221 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-10, Section: B.
Contained By:	Dissertations Abstracts International70-10B.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3346308
ISBN:	9781109014631

Strategy instruction for typically developing children: Joint book reading with children with autism spectrum disorder who require augmentative and alternative communication.
Finke, Erinn H.

Strategy instruction for typically developing children: Joint book reading with children with autism spectrum disorder who require augmentative and alternative communication. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 221 p.

Source: Dissertations Abstracts International, Volume: 70-10, Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2008.

As a result of their inherent difficulty with social interaction and communication, children with autism spectrum disorder (ASD) frequently require support to communicate and engage in successful social interactions. However, most communicative partners, both adults and typically developing children, do not naturally provide this support. To address this critical problem, the current study implemented a single-subject, A-B case study design with five replications, to investigate an instructional program for child communication partners of children with ASD who required augmentative and alternative communication (AAC). Each typically developing child was taught to implement an interaction strategy involving: (a) reading the text on the page of the book, (b) waiting (i.e., expectant delay), and (c) responding to the child with ASD with a topic related response. Instruction was implemented in accordance with current principles of strategy instruction and lasted a maximum of 2.25 hours. All five typically developing children demonstrated acquisition of the "read, wait, and respond" strategy and used the strategy during joint book reading interactions with the children with ASD. Each typically developing child also generalized strategy use to a novel book reading medium and maintained use of the strategy for two months post-intervention. Results, future research directions and limitations are discussed.

ISBN: 9781109014631Subjects--Topical Terms:

520446
Speech therapy.

Strategy instruction for typically developing children: Joint book reading with children with autism spectrum disorder who require augmentative and alternative communication.
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245 1 0 $a Strategy instruction for typically developing children: Joint book reading with children with autism spectrum disorder who require augmentative and alternative communication.
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500 $a Source: Dissertations Abstracts International, Volume: 70-10, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2008.
520 $a As a result of their inherent difficulty with social interaction and communication, children with autism spectrum disorder (ASD) frequently require support to communicate and engage in successful social interactions. However, most communicative partners, both adults and typically developing children, do not naturally provide this support. To address this critical problem, the current study implemented a single-subject, A-B case study design with five replications, to investigate an instructional program for child communication partners of children with ASD who required augmentative and alternative communication (AAC). Each typically developing child was taught to implement an interaction strategy involving: (a) reading the text on the page of the book, (b) waiting (i.e., expectant delay), and (c) responding to the child with ASD with a topic related response. Instruction was implemented in accordance with current principles of strategy instruction and lasted a maximum of 2.25 hours. All five typically developing children demonstrated acquisition of the "read, wait, and respond" strategy and used the strategy during joint book reading interactions with the children with ASD. Each typically developing child also generalized strategy use to a novel book reading medium and maintained use of the strategy for two months post-intervention. Results, future research directions and limitations are discussed.
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