Teaching Emergent Literacy Skills to Students With Autism Spectrum Disorder

2018 ◽  
Vol 54 (3) ◽  
pp. 166-172
Author(s):  
Joshua N. Baker ◽  
Christopher Rivera ◽  
Stephanie Devine ◽  
Lee Mason
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Emergent Literacy ◽  
Task Analysis ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Emergent Literacy Skills ◽  
Instructional Technique ◽  
Reading Measures

This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical classrooms. An effective instructional technique for many students with ASD is systematic instruction via task analysis. Task analysis may be a useful tool for teachers of students with ASD to build literacy skills by aligning instruction in missing skills to the curriculum standards. The steps to consider when using a task analysis include what emergent literacy skills will be taught, defining expected steps and correct responses, the instructional method to be used, systematic prompting techniques, piloting and updating the task analysis, and teaching and collecting data. Considerations for implementation for practice are provided.

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

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 Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder

2019 ◽  
Vol 4 ◽  
pp. 239694151989673
Author(s):  
Rebecca M Armstrong ◽  
Jessica Paynter ◽  
Marleen F Westerveld
Keyword(s):  
Autism Spectrum Disorder ◽  
Emergent Literacy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Early Years ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Emergent Literacy Skills ◽  
Non Fiction

Background and aims Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods Participants included children (aged 26–70 months) with autism spectrum disorder ( n =  41) and typically developing peers ( n =  164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills.

Case Study Analysis of a Behavior Intervention Service Delivery Model With Autism Spectrum Disorder Students

2017 ◽  
pp. 20-39
Author(s):  
Pam L. Epler ◽  
Rorie Ross
Keyword(s):  
Autism Spectrum Disorder ◽  
Service Delivery ◽  
General Education ◽  
Autism Spectrum ◽  
Behavior Intervention ◽  
Spectrum Disorder ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Intervention Service ◽  
Living Skills

This chapter focuses on Autism Spectrum Disorder (ASD), a designated disability that is becoming more common in schools in the United States. Autism spectrum disorder, as the name suggests, covers a range of symptoms. Some students with this disorder are high functioning and, although lacking in social skills, can be educated in the general education classroom. Students at the other end of the spectrum need someone to assist them with daily living skills and are often non-verbal. The chapter includes a discussion about effective service delivery models for students who have ASD and provides two case studies that use a behavior intervention service delivery model. The chapter also presents intervention strategies that can assist the general education teacher in providing proper help to students with autism spectrum disorder. Finally, the chapter discusses future trends surrounding this disability.

A Team Approach to Teaching Music to Students with Autism Spectrum Disorder

2020 ◽  
pp. 17-38
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Special Educators ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Staff Members ◽  
Music Classroom ◽  
Student Profiles ◽  
Students With Autism ◽  
Teaching Music

Successful inclusion of students with autism spectrum disorder into the music classroom depends heavily on the positive relationships formed among general education teachers, music educators, special educators, administrators, paraprofessionals, parents, and students. This chapter includes information regarding learning about students with autism spectrum disorder; establishing relationships with other special educators, therapists, and administrator; establishing relationships with other staff members; participating in meetings (including IEP meetings); understanding how least restrictive environment (LRE) applies to students with autism; and making use of student profiles as data.

Case Study Analysis of a Behavior Intervention Service Delivery Model with Autism Spectrum Disorder Students

2015 ◽  
pp. 171-190
Keyword(s):  
Autism Spectrum Disorder ◽  
Service Delivery ◽  
General Education ◽  
Autism Spectrum ◽  
Behavior Intervention ◽  
Spectrum Disorder ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Intervention Service ◽  
Living Skills

This chapter focuses on Autism Spectrum Disorder (ASD), a designated disability that is becoming more common in schools in the United States. Autism spectrum disorder, as the name suggests, covers a range of symptoms. Some students with this disorder are high functioning and, although lacking in social skills, can be educated in the general education classroom. Students at the other end of the spectrum need someone to assist them with daily living skills and are often non-verbal. The chapter includes a discussion about effective service delivery models for students who have ASD and provides two case studies that use a behavior intervention service delivery model. The chapter also presents intervention strategies that can assist the general education teacher in providing proper help to students with autism spectrum disorder. Finally, the chapter discusses future trends surrounding this disability.

scholarly journals Training Car Wash Skills to Chinese Adolescents With Intellectual Disability and Autism Spectrum Disorder in the Community

2019 ◽  
Vol 54 (1) ◽  
pp. 16-28
Author(s):  
Gabrielle T. Lee ◽  
Yunhuan Pu ◽  
Sheng Xu ◽  
Michelle W. Lee ◽  
Hua Feng
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Task Analysis ◽  
Skills Training ◽  
Autism Spectrum ◽  
Task Engagement ◽  
Chinese Adolescents ◽  
Visual Task ◽  
Spectrum Disorder ◽  
Car Wash

The purpose of this study was to evaluate the effects of video modeling and visual task analysis on the acquisition, maintenance, and engagement of washing cars for three Chinese adolescents with intellectual disability and autism spectrum disorder. Video-based training was conducted in the conference room of a university-affiliated autism research center in China, and the hands-on training using visual task analysis took place in a local car wash. Three male adolescents (16–19 years old) participated in this study. A multiple probe across four tasks design was used. Results indicated that the training was effective in increasing independent and accurate responses of car wash tasks for all participants, and two of the three participants had a relatively high level of task engagement after the training. The acquired skills and improved task engagement were maintained for up to 6 months without practice. Implications in vocational skills training for Chinese adolescents in the community are discussed.

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