Resumen

GUEVARA, Victor Loyola de Souza; QUEIROZ, Lara Rodrigues  y  FLORES, Eileen Pfeiffer. Dialogic reading adapted for a child with autism spectrum disorder: a preliminary study. Cad. Pós-Grad. Distúrb. Desenvolv. [online]. 2017, vol.17, n.1, pp. 87-99. ISSN 1519-0307.  http://dx.doi.org/10.5935/cadernosdisturbios.v17n1p87-99.

Dialogic Reading (LD) is the shared reading of picture books interspersed with questions, feedback and expansion of the child's responses. Studies that have adapted to LD for children with Autistic Spectrum Disorder (ASD) are promising but are still scarce. This pilot study, conducted in a public school, investigated effects of an adapted version of LD on task engagement and verbal participation. We read 20 children's works with the child in three stages: (1) LD with all kinds of questions traditionally used in LD (including open questions, distancing and emotion identification); (2) LD only with "wh-type" questions, such as: "What is this?", "Who is this?", "What is she doing?"; (3) Inclusion of a least-to-most prompting hierarchy: repeating or rephrasing the question, completion prompt and response model. During Stage 1 there was a high frequency of getting up and of immediate echolalia and no verbal initiations. During Stage 2 the child's adequate vocal responses increased, immediate echolalia ceased verbal initiations emerged and increased during Stage 3. Restricting the range of questions during Stage 2 may have aided performance by diminishing the number of different dimensions that the child had to attend to in order to respond. The storyteller's questions may have functioned as models for verbal initiation. Further studies will replicate the procedure using multiple baseline designs.

Palabras clave : School Inclusion; Autism; Verbal Behavior; Shared Reading; Verbal Interaction.

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