scholarly journals Creating a Mediating Literacy Environment for Children with Autism - Ecological Model

10.5772/22337 ◽  
2011 ◽  
Author(s):  
Shunit Reiter ◽  
Iris Manor-Binyamini ◽  
Shula Friedrich-Shilon ◽  
Levi Sharon ◽  
Milana Israeli
Keyword(s):  
Ecological Model ◽  
Children With Autism ◽  
Literacy Environment

scholarly journals The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

2017 ◽  
Vol 69 (1-2) ◽  
pp. 43-53 ◽  
Author(s):  
Marleen Westerveld ◽  
Anne K. van Bysterveldt
Keyword(s):  
Down Syndrome ◽  
Children With Autism ◽  
Home Literacy Environment ◽  
Preschool Age ◽  
Home Literacy ◽  
Literacy Environment ◽  
Preschool Age Children

Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children With Autism and Their Peers

2014 ◽  
Vol 34 (3) ◽  
pp. 142-153 ◽  
Author(s):  
Jaclyn M. Dynia ◽  
Kathy Lawton ◽  
Jessica A. R. Logan ◽  
Laura M. Justice
Keyword(s):  
Emergent Literacy ◽  
Children With Autism ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Emergent Literacy Skills

Using Technology and the Ecological Model of Constraints to Develop Story-Based Interventions for Children with Autism Spectrum Disorder

Strategies ◽  
2018 ◽  
Vol 31 (3) ◽  
pp. 5-12 ◽  
Author(s):  
Claire M. Mowling ◽  
Kristi Menear ◽  
Ayla Dennen ◽  
Jeanine Fittipaldi-Wert
Keyword(s):  
Autism Spectrum Disorder ◽  
Ecological Model ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

On the Value of Repeated Measures of Intention, Vocabulary, and Grammar for Children With Autism

2010 ◽  
Vol 37 (Spring) ◽  
pp. 40-49
Author(s):  
Heidi H. Michiels ◽  
Janna B. Oetting
Keyword(s):  
Repeated Measures ◽  
Children With Autism

10 Tips For Testing Hearing in Children With Autism

ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Paul M. Brueggeman
Keyword(s):  
Children With Autism

Language Outcomes for Young Children with Autism Spectrum Disorders

ASHA Leader ◽  
2008 ◽  
Vol 13 (7) ◽  
pp. 8-12 ◽  
Author(s):  
Linda R. Watson ◽  
Michelle Flippin
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Outcomes ◽  
Young Children With Autism ◽  
Spectrum Disorders

Encouraging Connections Between Parents and Children With Autism

ASHA Leader ◽  
2014 ◽  
Vol 19 (6) ◽  
Author(s):  
Juliann J. Woods
Keyword(s):  
Children With Autism ◽  
Parents And Children
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