Evaluating the effectiveness of a training for caregivers on using Read and remove, Ask, Answer, Prompt (R2AAP) strategy during shared adapted book reading with their children with autism spectrum disorder (ASD)

Creator

Morgan Proulx, SUNY CortlandFollow

Preview

Faculty Mentor

Nimisha Muttiah

Creation Date

5-2025

Description

For children with autism spectrum disorder who have communication and social skills challenges, it can be difficult for them to engage in shared book-reading activities. Caregivers of children with autism spectrum disorder with limited verbal communication may not intuitively know how to engage in these activities with their children. Although there is research on shared book reading, none have used adapted books with this population. This study bridges this research gap. The following question is explored – 1). how effective is an online communication partner training in teaching caregivers a communication strategy to incorporate with their children with autism spectrum disorder during shared book reading of adapted books? This study utilizes a single subject multiple baselines across participants design with three caregivers and their children with autism spectrum disorder. Training included online interactive elements to teach caregivers a communication strategy called: Read and remove, Ask, Answer, Prompt (R2AAP), that they will use during adapted shared book reading with their children with autism spectrum disorder, as well as live practice sessions during which caregivers implemented the strategy, had an opportunity to ask questions, and received feedback. The strategies introduced through a series of 8 training modules can be a long-term intervention technique that caregivers can use to increase their child’s ability to engage with adapted books during shared reading activities. Results indicated that training was effective in teaching caregivers the R2AAP strategy to incorporate with their children with autism spectrum disorder during shared book reading of adapted books.