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postgraduate thesis: Effects of RECALL (reading to engage children with autism in language and learning) among preschoolers with autism spectrum disorder

TitleEffects of RECALL (reading to engage children with autism in language and learning) among preschoolers with autism spectrum disorder
Authors
Issue Date2018
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lo, Y. T. [盧映彤]. (2018). Effects of RECALL (reading to engage children with autism in language and learning) among preschoolers with autism spectrum disorder. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThe present study investigated the effects of a parent-implemented dialogic reading approach—the Reading to Engage Children with Autism in Language and Learning (RECALL)—on language and socioemotional skills among preschoolers with Autism Spectrum Disorder (ASD). Thirty-one preschoolers and their caregivers were recruited for the six-week intervention. The results revealed that preschoolers with ASD improved their accuracy in verbal comprehension and emotion situation knowledge after the RECALL intervention. Correlations were also found between parent’s self-perceived efficacy in helping their child read and learn and parent-child relationship. These findings suggested that RECALL intervention provided a platform to integrate literacy activity with socioemotional training for the development of language, socioemotional competence, and parent-child relationship among young children with ASD.
DegreeMaster of Social Sciences
SubjectLanguage - Autistic children
Emotions in children
Parent and child
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/278504

 

DC FieldValueLanguage
dc.contributor.authorLo, Ying Tung-
dc.contributor.author盧映彤-
dc.date.accessioned2019-10-10T03:41:59Z-
dc.date.available2019-10-10T03:41:59Z-
dc.date.issued2018-
dc.identifier.citationLo, Y. T. [盧映彤]. (2018). Effects of RECALL (reading to engage children with autism in language and learning) among preschoolers with autism spectrum disorder. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/278504-
dc.description.abstractThe present study investigated the effects of a parent-implemented dialogic reading approach—the Reading to Engage Children with Autism in Language and Learning (RECALL)—on language and socioemotional skills among preschoolers with Autism Spectrum Disorder (ASD). Thirty-one preschoolers and their caregivers were recruited for the six-week intervention. The results revealed that preschoolers with ASD improved their accuracy in verbal comprehension and emotion situation knowledge after the RECALL intervention. Correlations were also found between parent’s self-perceived efficacy in helping their child read and learn and parent-child relationship. These findings suggested that RECALL intervention provided a platform to integrate literacy activity with socioemotional training for the development of language, socioemotional competence, and parent-child relationship among young children with ASD. -
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshLanguage - Autistic children-
dc.subject.lcshEmotions in children-
dc.subject.lcshParent and child-
dc.titleEffects of RECALL (reading to engage children with autism in language and learning) among preschoolers with autism spectrum disorder-
dc.typePG_Thesis-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2018-
dc.identifier.mmsid991044144991103414-

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