Download or read book Emergent Literacy Development in Children with Autism Spectrum Disorders written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The term "emergent literacy" is broadly used to characterize the time during which children are developing those skills and abilities that precede independent reading and writing abilities. Since the term was first used, researchers' and educators' increasing knowledge of emergent literacy has led to the identification of component skills and characteristics in young children, as well as aspects of their home environments that are associated with their later literacy accomplishments National Research Council [NRC], 1998. Aspects of the home environment associated with literacy achievements are commonly referred to as the child's "home literacy practices" Boudreau, 2005. Component skills include: oral language ability, print concepts knowledge environmental print recognition, knowledge of print forms, conventions, and functions, alphabet knowledge letter name and letter sound, name writing and other forms of emergent writing abilities, and phonological awareness. Characteristics include pretend reading and literacy motivation. Home literacy practices associated with later literacy include the parents': use of behaviors that promote literacy learning, personal literacy abilities, and beliefs and attitudes about their child's education. Children's emergent literacy has not been widely studied in the population affected by autism spectrum disorders ASD. In order to better understand emergent literacy development in young children with ASD, this study descriptively explored the component skills and characteristics, as well as the home literacy practices associated with later literacy for children with typical development, in young children with ASD. Forty-one child participants with ASD between the ages of 4 years 0, months and 7 years, 11 months were assessed directly in this study. A clinical diagnosis of ASD was documented via records review; in addition, parents completed the Social Communication Questionnaire SCQ; Rutter, Bailey, & Lord, 2003, a screening tool for autism. Parents of thirty-five of these children took part in a structured interview related to the emergent literacy development and experiences of their children. The child participants' literacy-related behaviors were assessed via direct and indirect assessments. Direct assessments included measures of the children's oral language abilities, nonverbal cognitive abilities and early literacy abilities print concepts, alphabet knowledge, and name writing. Indirect assessment via a structured interview using the Home Emergent Literacy Profile for Children with Autism Spectrum Disorders HELPA, Lanter, 2008 further explored these early literacy abilities, as well as the children's emergent writing, phonological awareness, pretend reading, and literacy motivation. The HELPA, a measure specifically designed for this study, was the sole instrument used to explore those aspects of children's home literacy practices previously mentioned as being associated with literacy development in children with typical development. Findings related to the children's component skills and characteristics suggested that oral language skills were moderately correlated with the children's early literacy skills rs between .32-.45, and that an uneven pattern of acquisition of early literacy skills and abilities was observed both within and across early literacy abilities. Relative early literacy strengths in the children included the knowledge of mechanical aspects of print concepts e.g., book orientation and letter name identification. Relatively weak skills included pretend reading and understanding the purpose of reading and writing. Variable performance was observed in the other skills measured in this study. The most striking finding was that early literacyskills related to a conceptual understanding of the communicative purpose of reading and writing e.g., pretend reading, understanding the purpose of reading and writing were found to be weaker than those that do not require this understanding e.g., environmental print recognition, book orientation, letter name identification. Although limitations in early literacy skills existed for many of the children in this study, parents of the overwhelming majority of the child participants reported high levels of literacy motivation. Findings related to the children's home literacy practices suggested that: a home literacy practices alone may not be sufficient to ensure these children's literacy achievements; b the parents' use of home literacy practices may have been influenced by characteristics of the child; and c many of the parents reported feeling that their child exhibited a strength in literacy skills, despite reporting that they felt their child may not have a solid understanding of the purpose of literacy. There are five implications to be drawn from these findings. First, speech-language pathologists and teachers should recognize that, consistent with children who have typical development, oral language skills are associated with early literacy skills among children with ASD, but that some children with significant oral language difficulties may show relative strengths in some early literacy skills. Literacy instruction should thus focus on both aspects of development, oral language skills and traditionally viewed early literacy skills in children with ASD. This recommendation is consistent with best practice recommendations e.g., Center for Early Literacy Learning [CELL], 2007; NRC, 1998. Second, variability both within and across areas of early literacy development is apparent among children with ASD. While variability also is observed inchildren with typical development, for the children in this study, there appeared to be relative difficulty with understanding the social communicative purpose of written communication. This parallels what we know about language development in the population with ASD, that pragmatic language abilities are more adversely affected than structural language abilities Tager-Flusberg, 2004. Further research is needed to consider how the early literacy profile observed in this study speaks to what we know about the disorder. This finding encourages speech-language pathologists and teachers to employ instructional methods that teach of the components of literacy to children with ASD in meaningful literacy activities e.g., writing notes. This pedagogy should be extended to the children's parents, so that they can consider literacy skills in a framework that includes both component skill development and understanding. This is considered best practice for children with typical development NRC, 1998. Third, for children with ASD, the parents' use of behaviors that promote literacy learning may not be sufficient to ensure these children's literacy achievement. Especially for those children with more significant oral language impairments; school-based instruction using evidence-based teaching methods may be needed in addition to experiences provided in the home environment. For children with typical development, research has shown that promoting early literacy abilities through an evidence-based curriculum contributes to later reading abilities for some children Vaughn, Linan-Thompson, & Hickman, 2003. Further research is needed to evaluate the efficacy of emergent literacy programs for children with ASD. Fourth, the literacy teaching behaviors of the children's parents in this study may have been influenced by the child's abilities. This suggests that educational professionals may want to individualize home programs based on the ability of the child and feedback from the family.

Download or read book Emergent Literacy written by Sonia Q. Cabell and published by Plural Publishing. This book was released on 2008-11-11 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for speech-language pathologists to enhance emergent literacy intervention for preschool and kindergarten-age children, this book includes 90 lessons addressing key areas of emergent literacy: phonological awareness, print concepts, alphabet knowledge, emergent writing, inferential language, and vocabulary. These lessons are suitable for use in clinical settings as well as in collaboration with classroom teachers. Also included are an overview of emergent literacy, differentiation recommendations, and suggestions for lesson integration across the key areas.

Download or read book Social and Communication Development in Autism Spectrum Disorders written by Tony Charman and published by Guilford Press. This book was released on 2008-01-14 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: From leading clinical researchers, this volume presents important recent advances in understanding and treating autism spectrum disorders (ASD) in very young children. The book is grounded in cutting-edge findings on the social-communication behavior of typically and atypically developing infants, toddlers, and preschoolers. The contributors highlight the connections between ASD and specific early social-communication impairments - including problems with joint attention, imitation, and play - with a focus on what clinicians can do to help. Innovative screening and assessment procedures are reviewed, as are evidence-based intervention and prevention strategies. Throughout, attention to both real-world practice and research considerations enhances the book's utility as a clinical reference and text.

Download or read book Teaching Students with Moderate and Severe Disabilities written by Diane M. Browder and published by Guilford Press. This book was released on 2011-07-06 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book has been replaced by Teaching Students with Moderate and Severe Disabilities, Second Edition, 978-1-4625-4238-3.

Download or read book Educating Young Children With Autism Spectrum Disorders written by Erin E. Barton and published by Corwin Press. This book was released on 2012-05-22 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Everything you need to know to educate students with autism Every 20 minutes, another child is diagnosed with autism. Are you ready to meet this growing educational challenge? This authoritative guide for practitioners—early interventionists, teachers, school counselors and psychologists—provides practical strategies for addressing the unique needs of children on the autism spectrum and their families. Drawing on current research and evidence-based practice, the authors discuss the causes of autism and present methods for educating children and assisting their families in supporting the educational process. Each chapter focuses on a critical issue and offers solutions, including: Improving communication, social, generalization and self-management skills Designing instruction, intervention, and assessment Including families in developing goals and interventions Using students′ special interests to deliver instruction Understanding and preventing challenging behavior Evaluating practices to promote successful outcomes for students, families and practitioners Included are forms, charts, and activities to help practitioners and families fulfill learning programs. Educating Young Children With Autism Spectrum Disorders will give you insight and tools to make a difference in the learning and lives of students with autism spectrum disorders.

Download or read book Talk Ability written by Fern Sussman and published by . This book was released on 2006 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides practical strategies to help kids with Asperger syndrome, high functioning autism or social difficulties gain the social and special language abilities necessary for successful conversations and friendships.

Download or read book Clinical Approaches to Emergent Literacy Intervention written by Laura M. Justice and published by Plural Publishing. This book was released on 2006-11 with total page 473 pages. Available in PDF, EPUB and Kindle. Book excerpt: This seminal text provides a scholarly overview of evidence-based approaches to emergent literacy intervention as a necessary component of clinical practice in speech-language pathology. Numerous books are available on the topic of emergent literacy, yet few are developed specifically for the speech-language pathologist. The scope of this book is comprehensive yet focused: it is tailored to identify state-of-the-art approaches on a range of topics in the area of emergent literacy, yet focuses its emphasis on children from toddlerhood to kindergarten. This period corresponds to the emergent literacy years, which precedes children’s transition to beginning reading. Each chapter provides scientifically cited background information relevant to the content of the chapter before discussing the "How To" and the "Why." Figures, tables, and charts throughout the text are easily accessible to the busy practicing clinician. By providing a usable integration of theory and research, it encourages readers to think about building early foundations in literacy to promote healthy early development, and emphasizes the specific approaches speech-language pathologists need to employ when targeting literacy in childhood intervention. Designed for speech-language pathologists at both pre-professional and post-graduate levels, the book will also be of value to reading specialists, literacy coaches, special educators, preschool and kindergarten teachers, and others.

Download or read book Teaching Young Children with Autism Spectrum Disorder written by Clarissa Willis and published by ReadHowYouWant.com. This book was released on 2010-05-07 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: What do you do when a three-year-old with autism falls on the floor kicking and screaming? How do you communicate with a child who looks away and flaps his hands? Who can help if you suspect a child in your class has autism? Preschool can be overwhelming for a child with autism. Autism affects how a child communicates, behaves, and relates to others. Teachers need to know what they can do to help children with autism reach their full potential. Teaching Young Children With Autism Spectrum Disorder is a straightforward, easy-to-understand guide to working with children who have autism. It explains the major characteristics associated with autism and helps teachers understand the ways children with autism relate to the world. Each chapter offers specific strategies for teachers to use, including setting up a proactive preschool environment, helping children learn life skills, managing behavior, helping children with autism communicate, encouraging children with autism to play, helping them to get along with others, and working with families. Teaching Young Children With Autism Spectrum Disorder helps teachers connect with all children in meaningful ways, allowing children with autism to learn and grow. Putting All the Pieces Together: Understanding This Puzzle Called Autism From Hand-Flapping to Obsession with Routines: The Way Children With Autism Relate to Their World Planning for Success: Setting Up a Proactive Preschool Environment Learning Life Skills Misbehavior or Missed Communication: Managing the Behaviors of Children With Autism Signs, Symbols, and Language: Helping a Child Communicate Inside Their Own World: Encouraging Children With Autism to Play Building Social Skills: Getting Along With Others Lights! Camera! Action! Sensory Integration and Autism We're All in This Together: Teaming Up With Families.

Download or read book Key Learning Skills for Children with Autism Spectrum Disorders written by Thomas L. Whitman and published by Jessica Kingsley Publishers. This book was released on 2011 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Outlines a blueprint for an educational intervention program that addresses the myriad needs of children on the autism spectrum, examining related disorders within a developmental context while recommending techniques for addressing specific behavior problems. Original.

Download or read book Literacy for Young Children written by Priscilla L. Griffith and published by Corwin Press. This book was released on 2008-03-13 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource presents assessment and instructional activities that are evidence based, practical, and easy to implement. This comprehensive text demonstrates how to link assessment and instruction practices for every component of literacy learning and helps teachers become informed decision makers about purposeful literacy instruction. Addressing the Early Reading First areas of phonological awareness, print knowledge, and language development, the book also covers parent involvement, integrated curriculum, and suggestions for working with children with special needs and English language learners. Using vignettes of four children representing diverse backgrounds, the authors weave together theory and practice and describe how instructional strategies are implemented in classroom settings. Each chapter contains figures and graphic organizers and includes sections on instructional strategies, assessment, and diversity

Download or read book Developing Early Literacy written by Christopher J. Lonigan and published by . This book was released on 2008 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.

Download or read book Communication in Autism written by Joanne Arciuli and published by John Benjamins Publishing Company. This book was released on 2014-10-15 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).

Download or read book Teaching Language Arts Math Science to Students with Significant Cognitive Disabilities written by Diane M. Browder and published by Brookes Publishing Company. This book was released on 2006 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: Going beyond functional and access skills, this groundbreaking text shows educators how to make the general curriculum accessible and help students progress in academic content areas.;

Download or read book More Than Words written by Fern Sussman and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The More Than Words guidebook and companion DVD offer a comprehensive, step-by-step learning experience for parents of children with Autism Spectrum Disorder and other social communication difficulties. The illustrated 424-page guidebook outlines practical, research-based strategies that show parents how to turn everyday activities with their child into opportunities for interaction and communication. Each chapter of the guidebook has a corresponding section on the DVD where you'll see real-life examples of parents using the strategies with their children. Video examples include children ranging from 18 months to five years, making it easy for you to "see" your child on the DVD, and allowing you to quickly verify whether or not you're implementing the strategies correctly."--Publisher.

Download or read book It Takes Two to Talk written by Jan Pepper and published by The Hanen Centre. This book was released on 2004 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shows parents how to help their child communicate and learn language during everyday activities.

Download or read book Pip and Posy written by Axel Scheffler and published by Candlewick Press. This book was released on 2013 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pip had a big red ballooon of his own, until it got away.

Download or read book Dynamic Assessment of Young Children written by David Tzuriel and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The past two decades have witnessed a proliferation of research dealing with dynamic-interactive assessment as an alternative to conventional psychometric measures. This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.