Promoting Literacy in Students With ASD: The Basics for the SLP

Lanter, Elizabeth; Watson, Linda R.

doi:10.1044/0161-1461(2008/004)

Cited by 31 publications

(16 citation statements)

References 62 publications

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“…This is a notable finding to share with IEP teams that do not currently prescribe reading instruction for some students with autism due to their cognitive and oral language deficits. As a number of authors have noted, practitioners working with students in this subgroup may need to abandon a traditional readiness approach in which printed words are not introduced until students have rudimentary verbal skills and until they demonstrate mastery of color, shape, and letter identification, concepts about print, and phonological awareness (e.g., rhyming and sorting words by beginning sounds) (Lanter and Watson 2008;Mirenda 2003). Picture-text matching activities, for example, may be a logical next step for students who use pictorial communication systems, opening the door to concurrent development of literacy and oral language.…”

Section: For What Purpose(s) Is Sight Word Instruction An Ebp?mentioning

confidence: 97%

Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base

Spector

2010

J Autism Dev Disord

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This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.'s (J Autism Dev Disord 38:1311-1319, 2008) evaluative method for identifying evidence-based practice, and studies with at least adequate methodology were analyzed to identify common intervention features. Results yielded evidence in support of a massed trials approach featuring student response to a succession of items, differential positive reinforcement, systematic prompting, and use of visual supports. Across studies, students learned to identify printed words, even those with limited oral language and no prior reading instruction. However, no studies addressed the effects of sight word instruction on broad literacy outcomes.

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Section: For What Purpose(s) Is Sight Word Instruction An Ebp?mentioning

confidence: 97%

Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base

Spector

2010

J Autism Dev Disord

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“…Reading ability is a strong predictor of academic and social outcomes (Catts et al 2006; Catts et al 2005; Schoon et al 2010; Schuele 2004; Whitehouse et al 2009) and it is becoming increasingly important to investigate literacy development in ASD because of educational policy implications (Lanter and Watson 2008). An increased understanding of reading development in children on the autism spectrum could help to improve academic and social outcomes for these individuals.…”

Section: Purpose Of the Current Studymentioning

confidence: 99%

Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

Davidson

Weismer

2013

J Autism Dev Disord

104

110

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Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62% of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD.

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“…Work on literacy skills should be included as part of the intervention program for any child with ASD. Blischak and Scholsser (2003); Koppenhaver and Erikson (2003) ;Lanter, Watson, Erickson, and Freeman, 2012;Lanter and Watson, 2008;and Mirenda (2003) provide suggestions for supporting literacy at various developmental levels in this population. If functional reading skills emerge, a written AAC system can be incorporated into the child's communication repertoire.…”

Section: Communication Assessment In Older Nonverbal Childrenmentioning

confidence: 99%

Assessing Communication in Autism Spectrum Disorders

Paul

Fahim

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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Communication deficits are a core symptom or ASD, and the assessment of individuals with these disorders requires both formal testing and careful observation of natural and seminatural communicative activities. For children in prelinguistic phases of communication, assessment is aimed at establishing the communicative basis for a formal language system and looking at the frequency, range, and means of expression of communicative acts. Children in the early stages of language use will need to be assessed not only in terms of their vocabularies and sentence structures, but with regard to the unusual communicative patterns that often accompany ASD, such as echolalia, pronoun errors, and significant deficits in pragmatics and receptive language. Some children at this level may require evaluation to determine the best alternative mode of communication if speech has not yet emerged, and an augmentative and alternative communication (AAC) system should be considered. For individuals at advanced language levels, assessment will focus on social uses of communication (particularly pragmatic, narrative, and prosodic skills), and may include an assessment of their written language. For people at all developmental levels and at all points along the autistic spectrum, a comprehensive evaluation of strengths and needs in the area of communication is essential to the development of an effective plan for improving communicative competence.

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Promoting Literacy in Students With ASD: The Basics for the SLP

Cited by 31 publications

References 62 publications

Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base

Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base

Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

Assessing Communication in Autism Spectrum Disorders

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