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ERIC Number: EJ1141697
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0741-9325
Young Children with ASD: Parent Strategies for Interaction during Adapted Book Reading Activity
Tipton, Leigh Ann; Blacher, Jan B.; Eisenhower, Abbey S.
Remedial and Special Education, v38 n3 p171-180 May-Jun 2017
The purpose of this study was to identify how parents' use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4-7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents' use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles); Massachusetts (Boston)
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence; Child Behavior Checklist
IES Funded: Yes
Grant or Contract Numbers: R324A110086