Comparing Shared Book Reading Practices in Autistic and Neurotypical Preschoolers.

Abstract

Background: While the developmental benefits of shared book reading in neurotypical children are well-established, little is known about whether autistic and neurotypical children experience similar shared book reading practices at home, and whether these practices are associated with autistic children's language skills.

Methods: In well-matched groups of 32 autistic and neurotypical preschoolers, we compared different measures of shared book reading practices - parent-reported quantity and quality of shared book reading at home, parent-reported child engagement and enjoyment during shared book reading at home, and behaviorally observed parent language use during lab-based parent-child shared book reading interactions. In a larger sample of 47 preschoolers (22 autism, 25 neurotypical), we explored the associations between shared book reading practices and child language skills.

Results: Between groups, parents reported similar quantity and quality of shared book reading and used similar language during parent-child shared book reading interactions. Parents of autistic children reported having to work hard to keep their child engaged during shared book reading more often than parents of neurotypical children. Parents of autistic children also reported lower child enjoyment during shared book reading. Child language skills, engagement, and enjoyment were significantly correlated with quantity and quality of shared book reading in the autism group.

Conclusions: Shared book reading may have a positive impact on autistic children's language development, although further longitudinal research is needed. Clinically, findings suggest that autistic children, especially those with lower language skills, may benefit from interventions that support child engagement and enjoyment during shared book reading.