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

Abstract

The 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.