Variations in Language Skills in Children and Teens With ASD ...
Variations in Language Skills in Children and Teens With ASD
INTRODUCTION While social communication deficits are prominent in people with autism spectrum disorder (ASD), both spoken and written language are also often affected. These language difficulties can be marked or subtle and can affect academic and social success. This journal self-study explores the ways that language deficits may present in higher-functioning children and teens with ASD and how the presence of autism may lead to differences in gesture use, making inferences from text, vocabulary, storytelling, and conversational skills. Clinicians working with children and adolescents with ASD can use this research to better identify variations in these skills and plan interventions to address the differences that impact school and interpersonal performance. LEARNING OUTCOMES You will be able to: explain different types of gestures and how they are used by teens with ASD discuss the components of a complete narrative analysis to best identify deficits in adolescents describe how vocabulary development affects inferencing skills in children with ASD discuss the components and observed benefits of a conversation skills curriculum for children with ASD explain how pragmatic and expressive/receptive language deficits may lead to subtle performance differences in children and teens with ASD
CONTENTS Patterns of Gesture Use in Adolescents With Autism Spectrum Disorder, by Barbara Braddock, Christina Gabany, Meera Shah, Eric Armbrecht, and Kimberly Twyman .............................................................................................. CE-1 Story Goodness in Adolescents With Autism Spectrum Disorder (ASD) and in Optimal Outcomes From ASD, by Allison Canfield, Inge-Marie Eigsti, Ashley de Marchena, and Deborah Fein ......................................................... CE-9 Making Inferences From Text: It’s Vocabulary That Matters, by Rebecca Lucas and Courtenay Frazier Norbury ..................................................................... CE-22 Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children With High-Functioning Autism and Other Social Cognition Challenges, by Eve Muller, Lynn R. Cannon, Courtney Kornblum, Jonna Clark, and Michal Powers ............................................. CE-31
ASHA Self-Study 2960
Variations in Language Skills in Children and Teens With ASD
PROGRAM HISTORY and IMPORTANT INFORMATION Articles originally published in ASHA’s scholarly journals Start date: March 3, 2017 Available through: September 10, 2018 To earn continuing education credit, you must complete the test with a passing score on or before September 10, 2018. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.4 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 2960
INTRODUCTION While social communication deficits are prominent in people with autism spectrum disorder (ASD), both spoken and written language are also often affected. These language difficulties can be marked or subtle and can affect academic and social success. This journal self-study explores the ways that language deficits may present in higher-functioning children and teens with ASD and how the presence of autism may lead to differences in gesture use, making inferences from text, vocabulary, storytelling, and conversational skills. Clinicians working with children and adolescents with ASD can use this research to better identify variations in these skills and plan interventions to address the differences that impact school and interpersonal performance. LEARNING OUTCOMES You will be able to: explain different types of gestures and how they are used by teens with ASD discuss the components of a complete narrative analysis to best identify deficits in adolescents describe how vocabulary development affects inferencing skills in children with ASD discuss the components and observed benefits of a conversation skills curriculum for children with ASD explain how pragmatic and expressive/receptive language deficits may lead to subtle performance differences in children and teens with ASD
CONTENTS Patterns of Gesture Use in Adolescents With Autism Spectrum Disorder, by Barbara Braddock, Christina Gabany, Meera Shah, Eric Armbrecht, and Kimberly Twyman .............................................................................................. CE-1 Story Goodness in Adolescents With Autism Spectrum Disorder (ASD) and in Optimal Outcomes From ASD, by Allison Canfield, Inge-Marie Eigsti, Ashley de Marchena, and Deborah Fein ......................................................... CE-9 Making Inferences From Text: It’s Vocabulary That Matters, by Rebecca Lucas and Courtenay Frazier Norbury ..................................................................... CE-22 Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children With High-Functioning Autism and Other Social Cognition Challenges, by Eve Muller, Lynn R. Cannon, Courtney Kornblum, Jonna Clark, and Michal Powers ............................................. CE-31
ASHA Self-Study 2960
Variations in Language Skills in Children and Teens With ASD
PROGRAM HISTORY and IMPORTANT INFORMATION Articles originally published in ASHA’s scholarly journals Start date: March 3, 2017 Available through: September 10, 2018 To earn continuing education credit, you must complete the test with a passing score on or before September 10, 2018. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.4 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 2960
