Publication Date

Spring 2018

Advisor(s) - Committee Chair

Dr. Janice Smith (Director), Dr. Lauren Bland, and Dr. Kimberly Green

Degree Program

Department of Communication Sciences and Disorders

Degree Type

Master of Science

Abstract

The current study examined the role of a novel, adapted dialogic reading curriculum and its impact on preschoolers with autism and their interactions with their parents during shared book reading. The aim of this study was to determine the impact of the curriculum on the effects of child social reciprocity and parents’ feelings of competence and confidence when trained on implementation strategies. Pre- and post-test measures were conducted for four parent-child dyads to measure the impact of adapted dialogic reading on child social reciprocity and parents’ feelings of competence and confidence. Although the sample size was small, clear trends were seen suggesting adapted dialogic reading methods may result in greater increases in social reciprocity behaviors such as contingent responses to questions and joint attention during shared book reading. Positive trends also suggest that when parents are trained to implement adapted dialogic reading strategies, their feelings of competence and confidence are increased.

Disciplines

Early Childhood Education | Language and Literacy Education | Special Education and Teaching

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