Teaching Emergent Literacy Skills to Students With Autism Spectrum Disorder

Author:

Baker Joshua N.1,Rivera Christopher2,Devine Stephanie1,Mason Lee3

Affiliation:

1. University of Nevada, Las Vegas, Las Vegas, NV, USA

2. East Carolina University, Greenville, NC, USA

3. University of Texas at San Antonio, San Antonio, TX, USA

Abstract

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.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs;Research and Practice for Persons with Severe Disabilities;2024-04-29

2. Analisis Kesesuaian Media Cerita Rakyat Digital dengan Kebutuhan Literasi Emergen;Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini;2023-09-28

3. Instruction and practice – Are these enough for effective teaching?;International Journal of Educational Research Open;2021

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