Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders
A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with tha...
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| Veröffentlicht in: | Focus on autism and other developmental disabilities 2013-03, Vol.28 (1), p.14-25 |
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| creator | Lanter, Elizabeth Freeman, Daniel Dove, Stephanie |
| description | A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. |
| doi_str_mv | 10.1177/1088357612459270 |
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To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD.</description><identifier>ISSN: 1088-3576</identifier><identifier>EISSN: 1538-4829</identifier><identifier>DOI: 10.1177/1088357612459270</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Autism ; Autism Spectrum Disorders ; Children & youth ; Comparative Analysis ; Educational Planning ; Emergent Literacy ; Linguistic Competence ; Motivation ; Parent Influence ; Parents ; Parents & parenting ; Peer Influence ; Peers ; Pervasive Developmental Disorders ; Printed Materials ; Young Children</subject><ispartof>Focus on autism and other developmental disabilities, 2013-03, Vol.28 (1), p.14-25</ispartof><rights>2012 Hammill Institute on Disabilities</rights><rights>Copyright SAGE PUBLICATIONS, INC. 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To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. 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| ispartof | Focus on autism and other developmental disabilities, 2013-03, Vol.28 (1), p.14-25 |
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| language | eng |
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| source | SAGE Complete A-Z List; Alma/SFX Local Collection |
| subjects | Autism Autism Spectrum Disorders Children & youth Comparative Analysis Educational Planning Emergent Literacy Linguistic Competence Motivation Parent Influence Parents Parents & parenting Peer Influence Peers Pervasive Developmental Disorders Printed Materials Young Children |
| title | Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders |
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