| 其他摘要 | Foreign studies suggest that dialogic reading is an emerging intervention for the oral language of children with autism spectrum disorders (ASD) in their early years, and it has positive impacts on oral language (spontaneous responses) in children with ASD, but its effects on oral language (spontaneous initiations) still needs to be further studied. Using picture books as the medium, this paper explores the effects of dialogic reading on the oral language of 14 preschool autistic children, including spontaneous responses to other people's questions and spontaneous initiations (referring to posting questions to others or making comments independently). Unlike traditional reading methods, dialogic reading features its instructional PEER procedures (prompt, evaluate, expand and repeat) and CROWD prompts (Completion prompts, Recall prompts, Open-ended prompts, Wh-prompts and Distancing prompts). Specifically, teachers address to children a series of questions related to the story content, then evaluate and expand their answers after children give their responses, and finally repeat the questions to ask them to repeat expanded sentences. Fourteen autistic children with an average age of 5.4 years were assigned to the experimental group and the control group. Nine children in the experimental group participated in 12 dialogue reading interventions, five children in the control group participated in 12 traditional reading interventions. This study investigated the effects of this dialogic reading intervention on spontaneous responses and initiations of autistic children, and whether these effects could be generalized to new picture book reading scenarios. The results are as follows:
(1) The frequency of spontaneous responses to others and spontaneous initiations (asking questions or making comments) of all autistic children in the experiment group were significantly higher than that in the control group. Results indicated that the dialogic reading intervention promote all the children in the experiment group to make spontaneous responses and initiations, and the interventionist's intentional pause before or after turning a page during the dialogic reading intervention could positively promote autistic children's spontaneous comments, and the use of initiation prompt cards children's spontaneous questioning;
(2) After the dialogic reading intervention was cancelled, the frequency of spontaneous responses of all children in the experimental group was significantly higher than that children in the control group during the generalization period. All children in the experimental group can make spontaneous responses and actively comment on the story content, but only two of them could independently ask questions related to the story content. By contrast, only two children in the control group could actively comment within the context, but didn't ask any questions. Results indicated that the improvement effect of the dialogic reading intervention on autistic children's spontaneous responses and comments could be generalized to different picture books, whereas the generalization effect of the dialogic reading intervention on autistic children's spontaneous questioning needs to be further explored;
(3) There was no significant difference in the level of engagement of children during the intervention process between two groups, which to some extent indicated that the intervention effects of children in the two groups is mainly affected by two different interventions accepted by children in the two groups.
These results indicate that this dialogue reading intervention has a positive effect on preschool autistic children's oral language skill, specifically making spontaneous responses and on-topic comments, but it could simply promote some preschool autistic children to ask questions, which can possibly provide some useful reference for the clinical practice of early oral intervention of preschool autistic children in China. However, due to the small sample size in the experiment, the effect of the dialogic reading intervention on autistic children's spontaneous responses and initiations needs to be further investigated in a larger sample. |
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