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Effects of emergent literacy interventions for preschoolers with autism spectrum disorder


The purpose of the present study was to investigate the effectiveness of an IBR intervention and a PA intervention on the vocabulary and emergent literacy of preschool children with ASD. Based on a series of three planned consecutive randomized controlled trials (RCTs), the following research questions were addressed: Research Question 1: Do preschool children with ASD exhibit significant growth on vocabulary and emergent literacy over the course of their prekindergarten year, regardless of what experimental condition they experience? Research Question 2: What are the effects of IBR and PA interventions on vocabulary and emergent literacy for preschoolers with ASD? Research Question 3: Are the effects of IBR and PA interventions on vocabulary and emergent literacy growth accounted for by observed time spent on related classroom literacy activities? (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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