To Push or to Pull: The Effects of RECALL Across Service Delivery Models
Melissa Jacob
Co-Presenters: Individual Presentation
College: The College of Health Professions and Human Services
Major: Doctor of SLP
Faculty Research Mentor: Iyad Ghanim
Abstract:
Dialogic reading (DR) has been shown to be effective in improving expressive vocabulary when implemented within the schools. However, gains derived from DR may dependent on the child’s level of engagement or interaction with the text Modifications to DR may promote increased social connectedness between the reader and the child, crucial for children who demonstrate difficulty with joint attention. One modification is the addition of the Reading to Engage Children with Autism in Language and Learning (RECALL) prompting hierarchy. A single-subject, multiple baseline design methodology was employed to examine the effects of RECALL on vocabulary growth and verbal participation. RECALL was implemented by a speech-language pathologist (SLP) in the therapy room as a small group intervention and within the classroom as a whole-group intervention twice a week for six weeks. Preliminary results revealed that participants in both groups learned vocabulary words following RECALL and increased their frequency of verbal participation.