Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | ETD - Educação Temática Digital |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8655410 |
Resumo: | Reading comprehension deficits in students with Autism Spectrum Disorders (ASD) are highly documented in scientific research. Thus, the development of early intervention programs that can remediate these difficulties, are essential. The present study aims to evaluate the efficacy of an adapted reading intervention program called Reading to Engage Children with Autism in Language and Learning (RECALL). This program incorporates evidence-based practices to a Dialogical Reading model. In this case, the mother was trained on how to use the program strategies during reading routines with her six-year-old son, who is diagnosed with TEA. The effects of the RECALL practice implemented by the mother were evaluated in relation to her son´s level of responsiveness, using a single-subject quasi-experimental design. Results showed partial assimilation of the program strategies by the mother and an increase of frequency of the child's responses and initiations. Qualitative gains were identified in the dyad behavior, including improvements in the child's reading comprehension. Advantages and limitations of the program are discussed. |
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Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autismEvaluación de la eficacia de um programa de compreension de lectura oral dialogica en un niño con autismoAvaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismoAutismoComprensión oral de la lecturaAtención tempranaFamiliaAutismoCompreensão oral da leituraIntervenção precoceFamíliaAutismOral reading comprehensionEarly interventionFamilyReading comprehension deficits in students with Autism Spectrum Disorders (ASD) are highly documented in scientific research. Thus, the development of early intervention programs that can remediate these difficulties, are essential. The present study aims to evaluate the efficacy of an adapted reading intervention program called Reading to Engage Children with Autism in Language and Learning (RECALL). This program incorporates evidence-based practices to a Dialogical Reading model. In this case, the mother was trained on how to use the program strategies during reading routines with her six-year-old son, who is diagnosed with TEA. The effects of the RECALL practice implemented by the mother were evaluated in relation to her son´s level of responsiveness, using a single-subject quasi-experimental design. Results showed partial assimilation of the program strategies by the mother and an increase of frequency of the child's responses and initiations. Qualitative gains were identified in the dyad behavior, including improvements in the child's reading comprehension. Advantages and limitations of the program are discussed.Las dificultades de comprensión lectora que los alumnos con diagnóstico de Trastorno del Espectro Autista (TEA) presentan, aparecen documentadas en investigaciones científicas. Frente a ese escenario, el desarrollo de programas de intervención que puedan remediar tempranamente esos déficits, es fundamental. El objetivo del presente estudio es evaluar la eficacia de la adaptación de un programa de intervención lectora, denominado Reading to Engage Children with Autism in Language and Learning (RECALL). Ese programa incorpora prácticas de intervención basadas en evidencia empírica a un modelo de Lectura Dialógica. En éste caso, una madre fue capacitada a emplear estrategias del programa durante las rutinas de lectura con su hijo de seis años, diagnosticado con TEA. Los efectos de las practicas del RECALL implementadas por la madre, en relación al nivel de responsividad de su hijo, fueron evaluados por medio de un diseño de investigación de tipo cuasi-experimental intra-sujeto. Los resultados evidenciaron la incorporación parcial de las estrategias en el repertorio de comportamiento de la cuidadora y el aumento de la frecuencia de los turnos conversacionales del niño. Avances cualitativos fueron identificados en el comportamiento del dúo, incluyendo mejoras en los niveles de comprensión lectora del niño. Contribuciones e limitaciones son discutidas. Os prejuízos nos níveis de compreensão leitora de educandos diagnosticados com Transtorno do Espectro Autista (TEA) aparecem documentados em pesquisas científicas. Nesse cenário, o desenvolvimento de programas de intervenção que possam remediar, precocemente, esses déficits são essenciais. O presente estudo tem como objetivo avaliar a eficácia de uma adaptação do programa de intervenção leitora, denominado Reading to Engage Children with Autism in Language and Learning (RECALL). Esse programa incorpora práticas interventivas, baseadas em evidências empíricas, a um modelo de Leitura Dialógica. No caso, uma mãe foi capacitada a empregar estratégias do programa, durante rotinas de leitura com o seu filho, de 6 anos, diagnosticado com TEA. Por meio de um delineamento de pesquisa quase-experimental intrassujeitos, os efeitos das práticas do RECALL, implementadas pela mãe, foram avaliados quanto ao nível de responsividade de seu filho. Os resultados evidenciaram a incorporação parcial das estratégias no repertório de comportamento da mãe e aumento na frequência de ocorrência de turnos comunicativos da criança. Ganhos qualitativos foram identificados no comportamento da díade, incluindo-se melhorias nos níveis de compreensão leitora do menino. Contribuições e limitações do estudo são colocadas em discussão. Universidade Estadual de Campinas2020-02-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/865541010.20396/etd.v22i1.8655410ETD - Educação Temática Digital; v. 22 n. 1 (2020): Autismo: aspectos pedagógicos e sociais; 27-49ETD - Educação Temática Digital; Vol. 22 No. 1 (2020): Autism: pedagogical and social aspects; 27-49ETD - Educação Temática Digital; Vol. 22 Núm. 1 (2020): Autismo: aspectos pedagógicos y sociales; 27-491676-2592reponame:ETD - Educação Temática Digitalinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8655410/22089Brazil; ContemporaryBrasil; ContemporáneoBrasil; ContemporâneoCopyright (c) 2020 ETD - Educação Temática Digitalinfo:eu-repo/semantics/openAccessWalter, Elizabeth CynthiaNunes , Débora Regina de Paula 2020-05-28T21:51:37Zoai:ojs.periodicos.sbu.unicamp.br:article/8655410Revistahttp://periodicos.sbu.unicamp.br/ojs/index.php/etdPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/oaippec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br1676-25921676-2592opendoar:2022-11-08T14:25:32.048124ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism Evaluación de la eficacia de um programa de compreension de lectura oral dialogica en un niño con autismo Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo |
title |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism |
spellingShingle |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism Walter, Elizabeth Cynthia Autismo Comprensión oral de la lectura Atención temprana Familia Autismo Compreensão oral da leitura Intervenção precoce Família Autism Oral reading comprehension Early intervention Family |
title_short |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism |
title_full |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism |
title_fullStr |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism |
title_full_unstemmed |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism |
title_sort |
Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism |
author |
Walter, Elizabeth Cynthia |
author_facet |
Walter, Elizabeth Cynthia Nunes , Débora Regina de Paula |
author_role |
author |
author2 |
Nunes , Débora Regina de Paula |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Walter, Elizabeth Cynthia Nunes , Débora Regina de Paula |
dc.subject.por.fl_str_mv |
Autismo Comprensión oral de la lectura Atención temprana Familia Autismo Compreensão oral da leitura Intervenção precoce Família Autism Oral reading comprehension Early intervention Family |
topic |
Autismo Comprensión oral de la lectura Atención temprana Familia Autismo Compreensão oral da leitura Intervenção precoce Família Autism Oral reading comprehension Early intervention Family |
description |
Reading comprehension deficits in students with Autism Spectrum Disorders (ASD) are highly documented in scientific research. Thus, the development of early intervention programs that can remediate these difficulties, are essential. The present study aims to evaluate the efficacy of an adapted reading intervention program called Reading to Engage Children with Autism in Language and Learning (RECALL). This program incorporates evidence-based practices to a Dialogical Reading model. In this case, the mother was trained on how to use the program strategies during reading routines with her six-year-old son, who is diagnosed with TEA. The effects of the RECALL practice implemented by the mother were evaluated in relation to her son´s level of responsiveness, using a single-subject quasi-experimental design. Results showed partial assimilation of the program strategies by the mother and an increase of frequency of the child's responses and initiations. Qualitative gains were identified in the dyad behavior, including improvements in the child's reading comprehension. Advantages and limitations of the program are discussed. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8655410 10.20396/etd.v22i1.8655410 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8655410 |
identifier_str_mv |
10.20396/etd.v22i1.8655410 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8655410/22089 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 ETD - Educação Temática Digital info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 ETD - Educação Temática Digital |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; Contemporary Brasil; Contemporáneo Brasil; Contemporâneo |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
ETD - Educação Temática Digital; v. 22 n. 1 (2020): Autismo: aspectos pedagógicos e sociais; 27-49 ETD - Educação Temática Digital; Vol. 22 No. 1 (2020): Autism: pedagogical and social aspects; 27-49 ETD - Educação Temática Digital; Vol. 22 Núm. 1 (2020): Autismo: aspectos pedagógicos y sociales; 27-49 1676-2592 reponame:ETD - Educação Temática Digital instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
ETD - Educação Temática Digital |
collection |
ETD - Educação Temática Digital |
repository.name.fl_str_mv |
ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
ppec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br |
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1800216654479622144 |