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

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 t...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2023-05, Vol.53 (5), p.1862-1872
Main Authors: Henry, Alyssa R., Conner, Carlin, Zajic, Matthew C., Solari, Emily J.
Format: Article
Language:English
Subjects:
Aged
Auditory Perception
Autism
Autism Spectrum Disorder - therapy
Autism Spectrum Disorders
Autistic children
Autistic Disorder - therapy
Behavior
Behavioral Science and Psychology
Caregivers
Child
Child and School Psychology
Children
Comprehension
Coronaviruses
COVID-19
Efficacy
Elementary School Students
Evaluation
Families & family life
Feasibility
Feasibility Studies
Health aspects
Humans
Intervention
Language
Learning
Listening Comprehension
Medical care
Neurosciences
Original Paper
Pandemics
Pediatrics
Program Effectiveness
Psychological aspects
Psychology
Public Health
Quality management
Reading
Reading comprehension
Reading instruction
Special education
Students
Systematic review
Telemedicine
Videoconferencing
Vocabulary
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Description
Summary: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.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-022-05474-6