presented by Sylvia Diehl
Financial: Sylvia Diehl receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Sylvia Diehl has no non-financial interests or relationships with MedBridge.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Sylvia Diehl, Ph.D., CCC-SLP
Sylvia F. Diehl, Ph.D., CCC-SLP is recently retired from the University of South Florida (USF) Department of Communication Sciences in Tampa, Florida, where she taught courses in autism, pediatric language and augmentative and alternative communication and was the team leader in the language/phonology clinic. She was also a member of the USF, Interdisciplinary Center for…Read full bio
1. Children with ASD and Reading Comprehension
This chapter addresses the Simple View of Reading and the literature regarding the reading profiles of students with ASD. It then discusses how social cognition in children with ASD may impact this model.
Literature reflects the fact that a large proportion of children with ASD have deficits in the application of semantic knowledge to support reading comprehension. This chapter covers intervention strategies that address reading vocabulary in children with ASD. The chapter highlights a case example of an elementary school student and the application of these intervention strategies. Strategies reflect recommendations from the autism literature and from the National Reading Panel.
3. Main Topic
This chapter continues the case example of an elementary school student and the application of intervention strategies that address identification of the main topic. Children with ASD often have difficulty comprehending the whole picture. Strategies reflect recommendations from the autism literature and from the National Reading Panel.