Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers

Area of Science:

• Developmental Psychology
• Pediatrics
• Special Education

Background:

• Shared reading is crucial for emergent literacy and language development in children.
• Understanding factors influencing reading engagement is vital for supporting children, especially those with autism spectrum disorder (ASD).

Purpose of the Study:

• To investigate shared book reading practices between caregivers and children with ASD versus typically developing children.
• To identify factors that promote or inhibit children's engagement during shared reading activities.

Main Methods:

• A descriptive study comparing caregiver-child dyads with ASD (n=17) and without ASD (n=20).
• Participants engaged in reading nine books of varying types (familiar, non-fiction, fiction).
• Child engagement and non-engaged behaviors were observed and analyzed in relation to caregiver practices and book characteristics.

Main Results:

• Children with ASD exhibited lower passive engagement (e.g., looking at the book) than typically developing children.
• Children with ASD displayed higher levels of non-engaged behavior during shared reading.
• Caregiver reading quality and the type of book significantly influenced joint engagement during the reading sessions.

Conclusions:

• Shared reading quality and book selection are key factors for promoting joint engagement in children with ASD.
• Findings suggest potential targets for developing interventions to enhance reading engagement in children with autism spectrum disorder.
• Further research can explore tailored strategies to optimize shared reading experiences for children with diverse developmental needs.