Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers
Abstract Background In today’s contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. Objective In order to assess the impact of n...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-02-01
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| Series: | Psicologia: Reflexão e Crítica |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41155-023-00283-x |
| _version_ | 1797273543461830656 |
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| author | Victor Loyola de Souza Guevara Raquel Freire Coêlho Eileen Pfeiffer Flores |
| author_facet | Victor Loyola de Souza Guevara Raquel Freire Coêlho Eileen Pfeiffer Flores |
| author_sort | Victor Loyola de Souza Guevara |
| collection | DOAJ |
| description | Abstract Background In today’s contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. Objective In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions. Methods Five autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance. Results LuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention. Conclusion In summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting. |
| first_indexed | 2024-03-07T14:44:54Z |
| format | Article |
| id | doaj.art-9d2d700461dc48ca8d44a21c4992e51c |
| institution | Directory Open Access Journal |
| issn | 1678-7153 |
| language | English |
| last_indexed | 2024-03-07T14:44:54Z |
| publishDate | 2024-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Psicologia: Reflexão e Crítica |
| spelling | doaj.art-9d2d700461dc48ca8d44a21c4992e51c2024-03-05T20:02:48ZengSpringerOpenPsicologia: Reflexão e Crítica1678-71532024-02-0137111710.1186/s41155-023-00283-xEffects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peersVictor Loyola de Souza Guevara0Raquel Freire Coêlho1Eileen Pfeiffer Flores2Department of Basic Psychological Processes, Institute of Psychology, University of BrasíliaInstitute of Psychology, Social Work, Health and Human Communication, Federal University of Rio Grande do SulDepartment of Basic Psychological Processes, Institute of Psychology, University of BrasíliaAbstract Background In today’s contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. Objective In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions. Methods Five autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance. Results LuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention. Conclusion In summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting.https://doi.org/10.1186/s41155-023-00283-xDialogic reading for comprehensionAutism spectrum disorderAdolescenceSocial interaction |
| spellingShingle | Victor Loyola de Souza Guevara Raquel Freire Coêlho Eileen Pfeiffer Flores Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers Psicologia: Reflexão e Crítica Dialogic reading for comprehension Autism spectrum disorder Adolescence Social interaction |
| title | Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers |
| title_full | Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers |
| title_fullStr | Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers |
| title_full_unstemmed | Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers |
| title_short | Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers |
| title_sort | effects of dialogic reading for comprehension ludica on the social interaction of autistic adolescents and their peers |
| topic | Dialogic reading for comprehension Autism spectrum disorder Adolescence Social interaction |
| url | https://doi.org/10.1186/s41155-023-00283-x |
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