The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline.
Mucchetti, Charlotte A. (2013). Adapted shared reading at school for minimally verbal students with autism. Autism, 17, 358-372.