Literacy Learning: An Intervention for Children With Autism

Abstract

No AccessPerspectives on Augmentative and Alternative CommunicationArticle1 Aug 2007Literacy Learning: An Intervention for Children With Autism Susan H. Norwell Susan H. Norwell Private PracticeBuffalo Grove, IL Google Scholar More articles by this author https://doi.org/10.1044/aac16.2.8 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Bellon, M. M., Ogletree, B. T., & Harn, W. E. (2000). The application of scaffolding within repeated sorybook reading as a language intervention for children with autism.Focus on Autism and Other Developmental Disabilities, 15, 52–58. Google Scholar Beukelman, D. R., & Mirenda, P. (1992). Augmentative and alternative communication management of severe communication disorders in children and adults. Baltimore: Paul H. Brookes. Google Scholar Cafiero, J. (2006, April). Literacy interventions for students in the autism spectrum. Presentation at Infinitec Autism Workshop, Chicago. Google Scholar Cafiero, J., Cairns, J., & Manthey-Silvio, L. (2005). Shared adapted literacy action research pilot project. Southeast Augmentative Communication Conference, Birmingham, AL. Google Scholar Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The Teacher's guide to the Four Blocks. Greensboro, NC: Carson-Dellosa Publishing. Google Scholar King-DeBaun, P. (1999). Storytime series. Salt Lake City: Creativethinking. Google Scholar Deloache, J., & Mendoza, O. (1985). Joint picture book interactions of mothers and one-year-old children (Rep. No. 353). Urbana, IL: Bolt Beranek and Newman. Google Scholar Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language interventions for young children.Journal of Autism and Developmental Disorders, 31, 315–325. Google Scholar Dexter, M. E. (1998). The effects of aided language stimulation upon verbal output and augmentative communication during storybook reading for children with pervasive developmental disabilities. Unpublished doctoral dissertation, The John Hopkins University, Baltimore. Google Scholar Erickson, K. A., Koppenhaver, D. A., & Cunningham, J. W. (2006). Balanced reading and assessment in augmentative communicating. treatment of language disorders in children (pp. 309–345). Baltimore: Paul H. Brookes. Google Scholar Foley, B. E., & Staples, A. H. (2003). Developing augmentative and alternative communication (AAC) and literacy interventions in a supported employment setting.Topics in Language Disorders, 323, 325–43. Google Scholar Fountas, I. C., & Pinnell, G. S. (1999). Matching books to readers. Portsmouth, NH: Heinemann. Google Scholar Goossens', C., Crain, S. S., & Elder, P. (1992). Engineering the preschool environment for interactive, symbolic communication. CA: Mayer Johnson. Google Scholar Greenspan, S. I. (1992). Infancy and early childhood: The practice of clinical assessment andtervention with emotional and developmental challenges. Madison, CT: International Universities Press. Google Scholar Hayden, D. (2005). The PROMPT Institute. Retrieved March20, , 2007, from http://www.promptinstitute.com/ Google Scholar Horner, R. H., Dunlap, G., & Koegel, R. L. (1988). Generalization and maintenance: Life-style changes in applied settings. Baltimore: Paul H. Brookes. Google Scholar IntelliTools. (2003). Classroom Suite. Petaluma, CA: Cambium Learning. Google Scholar Kluth, P. (1988). You're going to love this kid!: Baltimore: Paul H. Brookes. Google Scholar Koegel, R., O'Dell, M. C., & Koegel, L. K. (1987). A natural language paradigm for teaching nonverbal autistic children.Journal of Autism and Developmental Disorders, 17, 187–199. Google Scholar Koppenhaver, D. A. (2000). Literacy in AAC: What should be written on the envelope we push?.AAC Augmentative and Alternative Communication, 16, 270–279. Google Scholar Koppenhaver, D. A., & Erickson, K. A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments.Topics in Language Disorders, 23, 283–292. CrossrefGoogle Scholar Liboiron, N., & Soto, G. (2006). Shared storybook reading with a student who uses alternative and augmentative communication: A description of scaffolding practices.Child Language Teaching and Therapy, 22, 69–95. CrossrefGoogle Scholar McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1986). An extension of incidental teaching procedures to reading instruction for autistic children.Journal of Applied Behavior Analysis, 22, 147–157. Google Scholar Mirenda, P. (2003). “He's not really a reader…” Perspectives on supporting literacy development in individuals with autism.Topics in Language Disorders, 23, 271–282. Google Scholar Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder.Journal of Autism and Developmental Disorders, 36, 911–919. CrossrefGoogle Scholar Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition.Developmental Psychology, 19, 445–51. Google Scholar Ninio, A., & Bruner, J. (1978). The achievements and antecedents of labeling.Journal of Child Language, 551, 1–157. Google Scholar Romski, M., & Sevcik, R. (1996). Breaking the speech barrier: Language development through augmented means. Baltimore: Paul H. Brookes Google Scholar Schepis, M. M., Reid, D. H., Behrmann, M. M., & Sutton, K. A. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching.Journal of Applied Behavior Analysis, 31, 561–578. CrossrefGoogle Scholar Schlosser, R. W., Blischak, D. M., Belfiore, P. J., Bartley, C., & Barnett, N. (1998). Effects pf synthetic output and orthographic feedback on spelling in a student with autism: A preliminary study.Journal of Autism and Developmental Disorders, 28, 309–319. Google Scholar Sigafoos, J., Didden, J. R., & O'Reilly, M. (2003). Effects of speech output on maintenance of requesting and frequency of vocalizations in three children with developmental disabilities.Augmentative and Alternative Communication Management of Severe Communication Disorders in Children and Adults, 19, 37–47. Google Scholar Snow, C., & Goldfield, B. (1983). Turn the page please: Situation-specific language acquisition.Journal of Child Language, 10, 551–569. Google Scholar Stokes, T. F., & Baer, D. M. (1977). An Implicit technology of generalization.Journal Applied Behavioral Analysis, 10, 349–367. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 16Issue 2August 2007Pages: 8-18 Get Permissions Add to your Mendeley library History Published in issue: Aug 1, 2007 Metrics Downloaded 100 times Topicsasha-topicsasha-article-typesasha-sigsCopyright & PermissionsCopyright © 2007 American Speech-Language-Hearing AssociationLoading ...