| Parent-child shared reading has a positive impact on the development of children’s early language and social skills.Parents’ questioning strategies and the proportion of children answering questions are important indicators to measure the quality of parent-child reading.Parents’ questioning strategies can be divided into dimensions such as the type of question,direction,and so on.However,the existing research in related fields in China is less concerned with the questioning strategies of parents of autistic children and their response to questions,and there is a lack of investigation on the quality of parental questioning.Therefore,this study focuses on parent-child reading activities for preschool autistic children,using the widely used questioning strategies of parents in co-reading as a starting point to explore the current situation and possible problems in the use of questioning strategies by parents of autistic children.Through the design of personalized family guidance courses,parents of autistic children can better interact with their children in co-reading,and optimize the use of questioning strategies by autistic parents,improve the quality of parent-child shared reading.1.A Comparative Study on the Use of Parental Questioning Strategies in Parent-child Reading between Autistic Children and Typical Developmental Children.In this study,the use of questioning strategies in 15 autistic children and 16 typical developmental children and their parents was compared under the condition of matching children’s language ability and parents’ education level,and the results showed that:(1)In terms of question types,the two groups of parents mainly focused on semi-open-ended questions(W2)for the picture information,among which autistic parents mainly lacked the use of recall questions(R)and selective questions(X).Although the total number of questions asked by parents with autism was higher than that of parents of typical developmental children,the richness of question types was lower;(2)In terms of negative questioning methods,the total proportion of parents of autistic children was significantly higher than that of parents of typical developmental children,mainly manifested in the difference between self-questioning(WA)and continuous questioning(WQ)after questioning(p<0.01);(3)In the positive questioning method,there was a difference in the ability of the two groups of parents to give appropriate prompts(WP)after asking questions(p<0.01),and parents with autism obviously used it less.It shows that the quality of the way parents of autism ask questions needs to be further improved,and appropriate auxiliary prompts should be given in time when children have difficulty answering,rather than just staying in the waiting stage.2.A Study on the Proportion and Influence of Problem Responses in Parent-child Reading between Children with Autism and Typical Developmental Children.On the basis of Study 1,this study focused on exploring the proportion of children’s responses to questions,namely,the parent-child response ratio,under the condition of matching language proficiency,and further analyzed the influencing factors that led to their differences.The results showed that:(1)there was an extremely significant difference in the answer to question ratio between the two groups of children(p<0.001),and the proportion of autistic children responding to parental questions was significantly lower than that of typical developing children;(2)In terms of answering different types of questions,there was a significant correlation between the semi-open-ended questions questions(W2)based on picture information in picture books and the semi-open-ended(W1)based on text information of autistic parents and the parent-child response ratio,while in the typical developmental children group,there was a significant correlation between the reflective questions(R)and the judgmental ending questions(E1);(3)In terms of questioning methods,there is a significant negative correlation between the negative questioning methods of both groups of parents and the proportion of children responding to questions.Regression analysis shows that the occurrence of negative questioning methods of parents can further corroborate the situation of children responding to questions.This indicates that the quality of parents’ questioning methods will directly affect the parent-child question answering ratio,and also points out the direction for subsequent intervention research.3.An Interventional Study on the Use of Question and Answer Strategies by Parents of Autistic Children in Parent-child Reading.Based on the results of the characteristic research,this study designed a family guidance course for parent-child reading "Parent Q&A Strategies" for children with autism,and compiled a parent-child reading parent question guide manual for children with autism.A total of 5 groups of autistic families were selected for two groups and one-on-one individualized intervention,focusing on the use of negative questioning methods and types of questioning among the parents of 5 autistic children.The performance of the intervention was validated by pre-and post-testing.The results showed that:(1)after the intervention,the richness of the types of questions asked by autistic parents was effectively improved,and 4 parents could actively use selective questions(X)and recall questions(R),and improved the use of open-ended questions(O)and experience-linked questions(D).(2)After the intervention,the positive questioning method of autistic parents was effectively improved(p<0.05),and its total proportion increased by 19.7%～77.9%;(3)After the intervention,the negative questioning mode of autistic parents was effectively reduced(p<0.05),and its total proportion decreased by 27.9%～41.3%;(4)Before and after the intervention,there was a significant difference in the proportion of children with autism answering parents’ questions(p<0.05),which increased significantly after the intervention,increasing by 22.7%～43%. |
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