Evaluation of the efficacy of a dialogic reading oral comprehension program on a child with autism

Detalhes bibliográficos
Autor(a) principal: Walter, Elizabeth Cynthia
Data de Publicação: 2020
Outros Autores: Nunes , Débora Regina de Paula
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.
id UNICAMP-19_5c580c5f57e6468b040aedbf40814e12
oai_identifier_str oai:ojs.periodicos.sbu.unicamp.br:article/8655410
network_acronym_str UNICAMP-19
network_name_str ETD - Educação Temática Digital
repository_id_str
spelling 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
_version_ 1800216654479622144

Registros relacionados