| Children with Autistic Spectrum Disorders（ASD）tend to have verbal and language deficits due to congenital brain impairment,which may result in phonological,morphological,syntactic,semantic and pragmatic abnormalities,and subsequently difficulty in narrative ability.Narrative difficulties in children with ASD may limit their effectiveness in communicating with others,affect their peer relationships,discourage their enthusiasm for participating in social activities,and then affect their personal quality of life.The dialogic reading has been proven to be an effective intervention method to help children improve their narrative level.It is based on social interaction learning theory and fully reflects children’s dominant position in reading activities.Adults use PEER steps to carry out the teaching intervention,using CROWD prompting skills to encourage children to use oral language as much as possible to express and narrate the contents related to the story,when the child answers the adult’s question,the adult immediately evaluates the accuracy of the child’s answer,and then expands the sentence,repeats the sentence,and achieves learning goals It is required that this teaching intervention strategy can effectively improve the level of children’s narrative ability in picture book reading.The purpose of this study was to investigate whether the dialogue-based picture book reading strategy could improve the oral narrative ability of children with autism.Using the A-B-M experimental design in the cross-subject multi-baseline singlesubject study,three children with autism in lower grades were used as the research objects to conduct a 3-month teaching intervention study.The study was divided into baseline period,intervention period and maintenance period.three phases.Which were the independent variable of this study is the dialogue-style picture book reading strategy,and the dependent variable is the children’s oral narrative ability.The oral narrative ability includes macrostructure（time,place,character,plot,and outcome）and micros tructure（average sentence length,different vocabularies）and sentence expression errors).During the experiment,the researchers collected data on the three children tested 5 times during the baseline period;during the intervention period,the three subjects were given an 8-week picture book teaching intervention,3 classes per week,and each intervention teaching time was 30-about 40 minutes,data were collected 10 minutes after the end of each teaching;and data collection during the maintenance period was carried out two weeks after the end of the teaching.In this study,10 picture books were selected as intervention picture books and 2 were used as test picture books.The evaluation was conducted in the form of children narrating while reading picture books.Language sample data was collected by recording,and visual analysis and C statistics were used to analyze the collected data.Quantitative analysis of the data,combined with qualitative methods to analyze specific language samples and interview data analysis,in order to understand the effectiveness and social validity of the intervention training.The conclusions of this study are as follows:（1）Dialogic reading can effectively improve the macro-structural ability of oral narrative in children with autism,and has good immediate effect,but the maintenance effect is inconsistent.（2）Dialogic reading can effectively improve the number of different vocabularies and average sentence length in the oral narrative micros tructure of children with autism,and has good immediate and sustained results;it can effectively reduce the frequency of sentence expression errors in children with autism,and has good immediate effect,but the maintenance effect is inconsistent.Dialogic reading can effectively improve the average sentence length of children with autism,with good immediate and maintenance effects.（3）Dialogic reading has a good social effect on the oral narrative ability of autistic children. |
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