Effets d'interventions d'émergence de la littératie chez des enfants d'âge préscolaire présentant un trouble du spectre de l'autisme

Titre original en anglais : Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Hudson, R. F., Sanders, E. A., Greenway, R., Xie, S., Smith, M., Gasamis, C., Martini, J., Schwartz, I., & Hackett, J. (2017). Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder. Exceptional Children, 84(1), 55-75. https://doi.org/10.1177/0014402917705855

Date de publication: 03/07/2017 Ajout dans AutiHub: 04/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
9
Auteur·ices de la publication identifié·es comme autistes
1 / 9 (11,1 %)
  1. Roxanne F. Hudson
  2. Elizabeth A. Sanders
  3. Rosanne Greenway
  4. Sharon Xie *
  5. Maya Smith
  1. Colin Gasamis
  2. Jay Martini
  3. Ilene Schwartz
  4. Jacob Hackett

Résumé

En combinant les données d'une série de trois essais contrôlés randomisés consécutifs planifiés, la présente étude examine deux interventions de littératie destinées à des enfants d'âge préscolaire présentant un trouble du spectre de l'autisme. Pour la première cohorte, les enfants ont été répartis aléatoirement entre la lecture interactive de livres (IBR ; traitement) et les pratiques habituelles (BAU ; contrôle) ; dans la cohorte 2, les enfants ont été répartis aléatoirement entre la conscience phonologique (PA ; traitement) et BAU ; dans la cohorte 3, les enfants ont été répartis aléatoirement entre IBR et PA. Les deux traitements ont été mis en œuvre chaque semaine en classe de novembre à mai. Toutes cohortes confondues, les données de 57 classes réparties dans 8 districts étaient disponibles pour l'analyse (n = 47, IBR ; n = 42, PA ; n = 44, BAU). Les résultats du modèle ont montré que l'IBR présentait des gains prétest-posttest significativement supérieurs à la moyenne de l'échantillon en vocabulaire expressif et en compréhension orale (tailles d'effet approximatives : d* = 0.29 et 0.30), tandis que la PA présentait des gains de PA significativement supérieurs (d* = 0.39).

Combining data from a series of three planned consecutive randomized controlled trials, the present study investigates two literacy interventions for preschool children with autism spectrum disorder. For the first cohort, children were randomized to interactive book reading (IBR; treatment) or business as usual (BAU; control); in Cohort 2, children were randomized to phonological awareness (PA; treatment) or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from 57 classrooms in 8 districts were available for analysis (n = 47, IBR; n = 42, PA; n = 44, BAU). Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (approximate effect sizes: d* = 0.29 and 0.30), whereas PA had significantly greater PA gains (d* = 0.39).

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Références citées
70
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53
Sans DOI, à partir du texte brut de la bibliographie
17
1 / 70 (1,4 %) références citées comprennent au moins une personne identifiée comme autiste.
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Références avec noms d’auteurices détectés
68 / 70 (97,1 %)
Sans nom d’auteurice détecté
2
Sans titre structuré
0
Sans identifiant stable
15
Références avec noms bruts d’auteurices restant à vérifier
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191
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191
À partir du texte brut validé de la bibliographie
0
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0
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0
30 / 191 (15,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 161 / 191 (84,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
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Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 1 / 30 (3,3 %). Personnes distinctes identifiées comme autistes : 1 / 176 (0,6 %).
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