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Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers.

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Title: Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers.
Authors: Fleury, Veronica P., Hugh, Maria L.
Source: Journal of Autism & Developmental Disorders. Oct2018, Vol. 48 Issue 10, p3596-3607. 12p. 4 Charts.
Subjects: Autism, Behavior, Books, Research methodology, Parent-child relationships, Parents, Reading, Children
Abstract: Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers.
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  Data: <searchLink fieldCode="AR" term="%22Fleury%2C+Veronica+P%2E%22">Fleury, Veronica P.</searchLink><br /><searchLink fieldCode="AR" term="%22Hugh%2C+Maria+L%2E%22">Hugh, Maria L.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Oct2018, Vol. 48 Issue 10, p3596-3607. 12p. 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Data: Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-018-3632-8
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      – SubjectFull: Books
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              Text: Oct2018
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