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

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dc.citation.issue1
dc.citation.volume52
dc.contributor.authorClendon S
dc.contributor.authorPaynter J
dc.contributor.authorWalker S
dc.contributor.authorBowen R
dc.contributor.authorWesterveld MF
dc.coverage.spatialUnited States
dc.date.accessioned2023-09-04T01:50:35Z
dc.date.accessioned2023-09-21T22:14:50Z
dc.date.available2021-01-18
dc.date.available2023-09-04T01:50:35Z
dc.date.available2023-09-21T22:14:50Z
dc.date.issued2021-01-19
dc.date.updated2023-08-29T23:20:59Z
dc.description(c) 2021 The Author/sen_US
dc.description.abstractPurpose 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.
dc.format.extent165-180
dc.identifierhttps://www.ncbi.nlm.nih.gov/pubmed/33464983
dc.identifier.citationClendon S, Paynter J, Walker S, Bowen R, Westerveld MF. (2021). Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial.. Lang Speech Hear Serv Sch. 52. 1. (pp. 165-180).
dc.identifier.doi10.1044/2020_LSHSS-20-00030
dc.identifier.eissn1558-9129
dc.identifier.elements-typejournal-article
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0161-1461
dc.identifier.urihttp://hdl.handle.net/10179/20095
dc.languageeng
dc.publisherAmerican Speech-Language-Hearing Association
dc.relation.isPartOfLang Speech Hear Serv Sch
dc.rightsCC BY 4.0en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.subjectAutism Spectrum Disorder
dc.subjectChild, Preschool
dc.subjectCommunication
dc.subjectCommunication Disorders
dc.subjectComprehension
dc.subjectEducational Status
dc.subjectHumans
dc.subjectLanguage Tests
dc.subjectLiteracy
dc.subjectMale
dc.subjectSpeech-Language Pathology
dc.titleEmergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial
dc.typeJournal article
pubs.elements-id438637
pubs.organisational-groupOther
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