Emergent Literacy Assessment in Children with Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial

Autor/inn/en	Clendon, Sally; Paynter, Jessica; Walker, Sue; Bowen, Rachael; Westerveld, Marleen F.
Titel	Emergent Literacy Assessment in Children with Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 1, S.165-180 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clendon, Sally) ORCID (Paynter, Jessica) ORCID (Walker, Sue) ORCID (Westerveld, Marleen F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Autism; Pervasive Developmental Disorders; Emergent Literacy; Verbal Communication; Communication Disorders; Young Children; Males; Barriers; Language Impairments; Adjustment (to Environment); Behavior Rating Scales; Expressive Language; Family Environment; Educational Environment; Preschool Education; Verbal Ability; Vocabulary; Foreign Countries; Australia; Vineland Adaptive Behavior Scales; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Autismus; Frühleseunterricht; Kommunikationsstörung; Frühe Kindheit; Male; Männliches Geschlecht; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school education; Vorschulerziehung; Mündliche Leistung; Wortschatz; Ausland; Australien
Abstract	Purpose: Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method: Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results: The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion: The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01