Abstract
Our purpose in this study was to examine the effects of an intervention package consisting of shared book reading and an adapted question–answer relationship (QAR) strategy comprised of visual supports and think-aloud scripts on listening comprehension in four preschool children with autism spectrum disorder (ASD). We used a single-subject concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package on producing acquisition and maintenance of listening comprehension across four types of comprehension questions. Visual analysis and Tau-U effect size indicated that the intervention package was effective in producing acquisition and maintenance of listening comprehension in preschool children with ASD. Directions for future research and clinical implications for early education practice are discussed.
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Conceptualization and Methodology was done by LAP, LCC. Writing and original draft preparation was done by LAP. Writing, review and editing was done by LCC. Recruitment was done by LAP. All authors commented on previous versions of the manuscript and approved the final manuscript.
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Phalen, L.A., Chezan, L.C. Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder. J Autism Dev Disord 53, 50–65 (2023). https://doi.org/10.1007/s10803-021-05416-8
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DOI: https://doi.org/10.1007/s10803-021-05416-8