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

SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

13

Reading Aloud to Others; Books; Fiction; Nonfiction; Context Effect; Preschool Children; Caregiver Child Relationship; Autism; Pervasive Developmental Disorders; Attention; Participation; Expressive Language; Error of Measurement; Correlation; Child Development; Measures (Individuals)

10.1177/02711214211031985

0271-1214

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.

As Provided

2022

EJ1321952