Adapted shared reading at school for minimally verbal students with autism

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.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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