Code-related literacy profiles of kindergarten students with autism

Autism ◽  
2021 ◽  
pp. 136236132110259
Author(s):  
Emily J Solari ◽  
Alyssa R Henry ◽  
Ryan P Grimm ◽  
Matthew C Zajic ◽  
Anita McGinty
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Literacy ◽  
Reading Skills ◽  
Early Reading ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Early Reading Skills ◽  
Students With Autism

Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder ( N = 616) to investigate the development of critical early reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis to empirically derive profiles of early readers at kindergarten entry and the end of kindergarten. Results demonstrate the heterogenous nature of early reading skills for young school-aged students with autism spectrum disorder. Results have important implications for the early instruction and intervention of early reading for young children with autism spectrum disorder. Lay abstract Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder.

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

2016 ◽  
Vol 47 (2) ◽  
pp. 424-438 ◽  
Author(s):  
M. F. Westerveld ◽  
J. Paynter ◽  
D. Trembath ◽  
A. A. Webster ◽  
A. M. Hodge ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Emergent Literacy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Emergent Literacy Skills

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

Early Indication of Reading Difficulty? A Descriptive Analysis of Emergent Literacy Skills in Children With Autism Spectrum Disorder

2018 ◽  
Vol 38 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Veronica P. Fleury ◽  
Erin M. Lease
Keyword(s):  
Autism Spectrum Disorder ◽  
Emergent Literacy ◽  
Parental Attitudes ◽  
Descriptive Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Future Research ◽  
Emergent Literacy Skills

In this pilot study, we describe emergent literacy skills and factors related to literacy for children with autism spectrum disorder (ASD). A total of 38 parents and their children ( n = 18 with ASD; n = 20 typically developing) participated in this study. Our analyses revealed great variability in emergent literacy performance across the ASD sample, with many children demonstrating strengths in code-focused skills combined with difficulties with focused-meaning skills. Moderate to strong correlations were found between emergent literacy skills and indices of communication and cognition for the children with ASD. Although we did not detect overall group differences in parental beliefs related to literacy, moderate to robust relationships were identified between parental attitudes about literacy and various child developmental indices. Implications for the nature and timing of intervention and future research directions are discussed in light of these findings.

scholarly journals Early Identification and Intervention of Autism Spectrum Disorder Among Young Children

2014 ◽  
Vol 2 (1) ◽  
pp. 67-89
Author(s):  
Mastura Badzis ◽  
Mimi Fitriana Zaini
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Early Identification ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Optimal Care ◽  
Students With Autism ◽  
Ritual Behavior ◽  
Challenges And Strategies

The present study focused on the paramount importance of early identification and intervention of Autism Spectrum Disorder (ASD) among young children. The focus of the study is on children with autism and their typical characters which are identified by adults. The study investigates the occurrence of Autistic Spectrum Disorder (ASD) among young children from the parents’ perspective. This descriptive and analytical study aimed at finding 1) parents’ perception of the need of early identification and intervention of children with autism, 2) parents’ own perception of the challenges and strategies to help students with autism increase their school performance and 3) parents’ view on strategies to help change the societal perception on ASD. There were three research questions to investigate the parents’ perception in the current study; 1) the issue pertaining to the need of early identification of children with autism, 2) the questions related to useful of identification to parents, school teachers and society, 3) the questions on the challenges and strategies parents had to help ASD children receive optimal care by adults. It was found that parents identified their children behavior as ASD, regardless its degree of severity. The behaviors such as 1) emotionally unstable with bad tempered, 2) easy to be frustrated, 3) having ritual behavior, 4) quick walking habit, 5) problem with understanding, 6) reserved personality and lonely were identified with the help of the teachers in school. Strategies to help children with autism are also discussed in this paper.   Abstrak   Fokus kajian ini adalah kepada kepentingan yang sangat utama dalam pengenalpastian dan  intervensi awal bagi Gangguan Spektrum Autistik (ASD) dalam kalangan kanak-kanak. Ia tertumpu kepada kanak-kanak autisme dan ciri-ciri lazim yang dikenalpasti oleh orang dewasa. Ia menyelidik kejadian ASD dalam kalangan kanak-kanak dari perspektif ibu bapa.  Kajian deskriptif dan analitis ini bertujuan untuk mendalami 1) persepsi ibu bapa akan keperluan pengenalpastian dan intervensi awal bagi kanak-kanak autisme, 2) persepsi ibu bapa terhadap cabaran dan strategi bagi membantu pelajar autisme meningkatkan pencapaian di sekolah, dan 3) pandangan ibu bapa tentang strategi bagi membantu mengubah persepsi masyarakat tentang ASD. Terdapat tiga soalan penyelidikan bagi mengkaji persepsi ibu bapa dalam kajian ini: 1) isu berkenaan keperluan pengenalpastian awal kanak-kanak autisme, 2) soalan-soalan berhubung dengan faedah pengenalpastian bagi ibu bapa, guru dan masyarakat, 3) soalan-soalan tentang cabaran dan strategi ibu bapa bagi membantu kanak-kanak ASD menerima perhatian optimal daripada orang dewasa.  Hasil kajian mendapati bahawa ibu bapa mengenalpasti tingkahlaku anak mereka sebagai ASD, tanpa mengambilkira keseriusannya.  Tingkahlaku seperti 1) tidak stabil emosi dan bengkeng, 2) mudah kecewa, 3) kelakuan ritual, 4) tabiat berjalan dengan laju, 5) bermasalah dalam memahami, 6) personaliti yang pendiam dan sepi, dikenalpasti dengan bantuan guru.  Strategi bagi membantu kanak-kanak autisme juga dibincangkan dalam kertas ini.

Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder

2019 ◽  
Vol 55 (2) ◽  
pp. 71-77 ◽  
Author(s):  
Sarah K. Howorth ◽  
Deborah Rooks-Ellis ◽  
Sara Flanagan ◽  
Min Wook Ok
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Reading Fluency ◽  
Video Modeling ◽  
Reading Skills ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

Teachers’ use of video modeling has been established as an evidence-based practice for teaching students with autism spectrum disorder (ASD). Augmented reality (AR) applications can be used as tools to provide trigger-based, video-modeled instructional supports to students with ASD. The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities. It also provides more options for student engagement and concept representation. This article describes ideas for how to use a particular AR application to (a) teach phonics and word identification, (b) support reading fluency, (c) embed videos into texts as cues for reading comprehension, (d) teach content area vocabulary words, and (e) use video models during transition planning.

Sign in / Sign up

Export Citation Format

Share Document