Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism.

Autor: Henry AR; School of Education and Human Development, University of Virginia, 405 Emmet St S, Charlottesville, VA, 22903, USA. arh2n@virginia.edu., Conner C; School of Education and Human Development, University of Virginia, 405 Emmet St S, Charlottesville, VA, 22903, USA., Zajic MC; Department of Health and Behavior Studies, Teachers College, Columbia University, New York City, NY, USA., Solari EJ; School of Education and Human Development, University of Virginia, 405 Emmet St S, Charlottesville, VA, 22903, USA.
Jazyk: angličtina
Zdroj: Journal of autism and developmental disorders [J Autism Dev Disord] 2023 May; Vol. 53 (5), pp. 1862-1872. Date of Electronic Publication: 2022 Feb 18.
DOI: 10.1007/s10803-022-05474-6
Abstrakt: This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS + PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child's outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test.
(© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
Databáze: MEDLINE
Externí odkaz:
Nepřihlášeným uživatelům se plný text nezobrazuje