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ERIC Number: EJ1200413
Record Type: Journal
Publication Date: 2019-Jan
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
Teaching Emergent Literacy Skills to Students with Autism Spectrum Disorder
Baker, Joshua N.; Rivera, Christopher; Devine, Stephanie; Mason, Lee
Intervention in School and Clinic, v54 n3 p166-172 Jan 2019
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education; Early Childhood Education; Kindergarten; Grade 1; Elementary Education; Grade 2
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A