Teaching Emergent Literacy Skills to Students With Autism Spectrum Disorder
Document Type
Article
Publication Date
5-10-2018
Publication Title
Intervention in School and Clinic
First page number:
1
Last page number:
7
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.
Keywords
Task analysis; Literacy instruction; Autism spectrum disorder; Inclusion
Disciplines
Disability and Equity in Education
Language
English
Repository Citation
Baker, J. N.,
Rivera, C.,
Devine, S.,
Mason, L.
(2018).
Teaching Emergent Literacy Skills to Students With Autism Spectrum Disorder.
Intervention in School and Clinic
1-7.
http://dx.doi.org/10.1177/1053451218767907