Parent-Implemented Shared Reading With Children Using Augmentative and Alternative Communication: A Mixed-Methods Investigation

Purpose: The purpose of this study was to investigate whether virtual coaching of a shared reading intervention, Read MORe, increases parent use of interactive strategy during shared reading and the communication acts of their young children with autism (ages 3–6 years) using a visual scene display augmentative and alternative communication application. We also sought to understand parent perceptions of the goals, procedures, and outcomes of Read MORe, as well as the factors that influence parent strategy use. Method: The research design was a convergent mixed-methods design. We used a multiple-probe design across participants to investigate the impact of coaching on parent use of interactive shared reading strategies and child communication acts. We explored parent perceptions of social validity by collecting two types of qualitative data: (a) semistructured interviews and (b) caregiver reflections from weekly coaching sessions. Quantitative and qualitative data were then merged to provide a more in-depth understanding of the contextual factors that influenced parent strategy use. Results: Following virtual coaching, all parents increased their Read MORe strategy use and two children increased their frequency of communication acts. Parents identified different goals for the intervention and varied in their perceptions of the strategies. Parents identified several factors related to preferences and daily life that influenced their use of Read MORe strategies. Conclusions: Online coaching is a viable option for teaching caregivers a variety of interactive strategies to support communication during shared reading activities. The findings highlight the importance of family-centered interventions that provide flexibility for families with differing communication goals. Supplemental Material: https://doi.org/10.23641/asha.31325512