自闭症谱系障碍儿童参与共享阅读活动的抽样研究

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-07-27 DOI:10.1177/02711214211031985

Andrea L. B. Ford, Veronica P. Fleury

{"title":"自闭症谱系障碍儿童参与共享阅读活动的抽样研究","authors":"Andrea L. B. Ford, Veronica P. Fleury","doi":"10.1177/02711214211031985","DOIUrl":null,"url":null,"abstract":"Researchers seeking to make valid conclusions about engagement for young children with autism spectrum disorder (ASD) must first determine the reliability of estimates obtained across the conditions sampled. Working from that premise, we conducted a secondary data analysis of shared book readings between caregivers and their children with ASD, examining the contribution of measurement error on estimates of four states of child engagement. Caregivers read two different book types, each three times, with their children. With book type and occasion as measurement facets, we conducted a generalizability study and a series of decision studies. With the interaction of Persons × Book Type × Occasion contributing the most measurement error for four engagement variables, we only found stable estimates for unengaged behaviors. For the active engagement, visual engagement, and disruptive variables, 4, 5, and more than 10 book types, respectively, were necessary to obtain stable estimates across two occasions.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"178 - 190"},"PeriodicalIF":2.0000,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211031985","citationCount":"1","resultStr":"{\"title\":\"Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study\",\"authors\":\"Andrea L. B. Ford, Veronica P. Fleury\",\"doi\":\"10.1177/02711214211031985\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Researchers seeking to make valid conclusions about engagement for young children with autism spectrum disorder (ASD) must first determine the reliability of estimates obtained across the conditions sampled. Working from that premise, we conducted a secondary data analysis of shared book readings between caregivers and their children with ASD, examining the contribution of measurement error on estimates of four states of child engagement. Caregivers read two different book types, each three times, with their children. With book type and occasion as measurement facets, we conducted a generalizability study and a series of decision studies. With the interaction of Persons × Book Type × Occasion contributing the most measurement error for four engagement variables, we only found stable estimates for unengaged behaviors. For the active engagement, visual engagement, and disruptive variables, 4, 5, and more than 10 book types, respectively, were necessary to obtain stable estimates across two occasions.\",\"PeriodicalId\":47496,\"journal\":{\"name\":\"Topics in Early Childhood Special Education\",\"volume\":\"41 1\",\"pages\":\"178 - 190\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2021-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/02711214211031985\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Topics in Early Childhood Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/02711214211031985\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214211031985","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 1

摘要

研究人员试图对患有自闭症谱系障碍(ASD)的幼儿的参与做出有效的结论，必须首先确定在抽样条件下获得的估计的可靠性。在此前提下，我们对看护人和自闭症儿童之间共享的书籍阅读进行了二次数据分析，检查了测量误差对四种儿童参与状态估计的贡献。照顾者和孩子一起读两种不同类型的书，每种读三遍。以书的类型和场合作为测量方面，我们进行了概率性研究和一系列的决策研究。由于人员×图书类型×场合的交互作用对四个敬业变量的测量误差贡献最大，我们只发现了对非敬业行为的稳定估计。对于主动参与、视觉参与和破坏性变量，分别为4,5和超过10种书籍类型，对于在两个场合中获得稳定的估计是必要的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study

Researchers seeking to make valid conclusions about engagement for young children with autism spectrum disorder (ASD) must first determine the reliability of estimates obtained across the conditions sampled. Working from that premise, we conducted a secondary data analysis of shared book readings between caregivers and their children with ASD, examining the contribution of measurement error on estimates of four states of child engagement. Caregivers read two different book types, each three times, with their children. With book type and occasion as measurement facets, we conducted a generalizability study and a series of decision studies. With the interaction of Persons × Book Type × Occasion contributing the most measurement error for four engagement variables, we only found stable estimates for unengaged behaviors. For the active engagement, visual engagement, and disruptive variables, 4, 5, and more than 10 book types, respectively, were necessary to obtain stable estimates across two occasions.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.