Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities

Abstract

AbstractBoth reading and language skills are necessary for children to see success in academic and everyday life settings. This manuscript describes in detail four key instructional techniques used to target reading and language development in struggling and early readers, including children with both autism and cognitive disabilities. The techniques include (1) routines and behavioral support, (2) relatable content and interests, (3) shared reading activities to promote language and listening comprehension, and (4) academic and social vocabulary development. Drawing from examples from Friends on the Block, an intervention designed to meet the needs of children with disabilities, this paper describes key instructional techniques and methods teachers can incorporate into daily reading and language instruction for children with autism and cognitive disabilities. We also provide recommendations for implementing these techniques into instruction without the Friends on the Block intervention.