Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review

Purpose: Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidenc...

Full description

Saved in:
Bibliographic Details
Published in:American journal of speech-language pathology 2021-11, Vol.30 (6), p.2700-2715
Main Authors: Towson, Jacqueline A, Akemoglu, Yusuf, Watkins, Laci, Zeng, Songtian
Format: Article
Language:English
Subjects:
Autism
Cerebral palsy
Child language
Children & youth
Children with disabilities
Communication
Developmental disabilities
Disabled children
Down syndrome
Evidence-based medicine
Evidence-based practice
Intellectual disabilities
Job Skills
Language
Language Acquisition
Language Skills
Learning outcomes
Literacy
Participation
Reading
Reading Achievement
Research design
Shared reading
Speech therapy
Systematic review
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Purpose: Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method: We extracted data from studies meeting specified criteria (n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results: Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion: A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material:
ISSN:1058-0360
1558-9110
DOI:10.1044/2021_AJSLP-20-00401