The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of the classroom. Each condition demonstrated effectiveness; however, the dialogic reading condition had the most robust effect on both of the children's labeling of target vocabulary words.

中文翻译：

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对话式阅读、建模和对话式阅读加建模的比较

作者使用交替治疗、单案例设计来确定对话阅读、建模和对话阅读加建模对 2 名患有自闭症谱系障碍的学龄前儿童表达性词汇识别的影响。他们的幼儿园老师在课堂的日常工作中实施了每一个条件。每个条件都证明了有效性；然而，对话阅读条件对孩子们对目标词汇词的标注的影响最为强烈。