Using Naturalistic Communication Teaching Strategies During Shared Book Reading: An Intervention for Young Children with Autism

Abstract

We examined the effect of a shared storybook reading intervention on the language and communication skills of three male children aged between 61 and 69 months with autism spectrum disorder (ASD). We used a multiple-baseline across participants single case research design. The dependent variables were children’s verbal and non-verbal communicative behaviors (responding to and initiating communication). The independent variables were the use of three natural communication teaching strategies (modeling, mand-model, and time delay). We found that verbal and nonverbal response rates and initiation frequencies improved with use of modeling, mand-model, and time delay strategies. Additionally, the children maintained these skills 2 to 3 weeks after the intervention sessions had ended. Social validity data were collected through interviews with parents and focused on the families’ goals and expectations for the intervention, the procedures of the intervention, and the outcomes obtained at the end of the intervention. Parents expressed high satisfaction regarding the intervention outcomes.