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Using the Messages & Characteristics of Your Students with ASD
to Guide Their School ProgramsSupplementary Slides
Beverly Vicker, M.S.
Indiana Resource Center for Autism
Indiana University- Bloomington
Reading Comprehension
• Is being recognized as equally important in reading
• Has strong connections to language skills• Is complex because of the overlap with
language skills• Growing concern for depth of reading
comprehension – see handout on Bloom’s taxonomy as guide for instruction and assessment
• Growing base of literature providing• assessment and intervention ideas
Challenge- Getting the Child with ASD to be an Active Reader
Some Children are Hyperlexic
• These children may read aloud fluently and appear to be an excellent oral reader. They often started reading very young.
• They have extreme difficulty comprehending connected text; they may have meaning for single words
• Their reading problem is often hidden until the curriculum shift from learning to read to reading to learn.
Foundation Skills for Reading Success
• Background knowledge
• Script knowledge
• Event retelling
• Understanding of narrative
structure
Background Knowledge from Experience, Books, Video, TV,
Movies• Background
knowledge for a specific topic or activity may be:– Absent– On target– Distorted– Incomplete– Totally inaccurate
Restricted Interests or What is Called Stimulus Over-selectivity may
Contribute to the Problem
Experiences do not Equal Background Knowledge
• Child may have failed to have noticed important aspects
• Child may have failed to code various aspects
• Child may not have interconnected the information• Activating background knowledge is a
prime reading comprehension strategy
Benefits of Improving/Providing Needed Background Knowledge
• Could improve comprehension in various formats
• Could improve attending
• Could improve participation
• Could improve attitude/interest in school
Script Knowledge is Important for Reading
Some May Lack Script Knowledge
Which Impacts Comprehension My script of child’s
generic birthday party
• Invitation• Purchase gift• Greet at party• Games• Food• Presents opened• Thank and leave
Possible script for child with ASD-often particular to child
• Trip to strange house
• Noisy children• Yucky food• Left toy (present)
behind
May need to teach scripts
Ability to Recount an Event
• Look for ability to use sequence, detail, specific rather than vague vocabulary (depends on age)
Challenge: Separating Reality from Fantasy
Narrative Structure – in English
• Setting and characters• Problem• Attempt at solution• Consequence or another attempt (or episode)• Ending
See handout on retelling narrative structure development; how is narrative structure being taught in school?
Children with ASD will Prefer to Give You all the Details
about a Story• Children with ASD have good
memories but that does not mean they understand the structure and can apply it.
• Children with ASD have difficult with identifying motivation of characters, message of the author
• Children with ASD prefer
nonfiction books
Interventions for Narrative Structure and Story Retelling
• Use a story board to assist retelling.
• Use story web• Do a sorting task of actions in
the story to decide what is very important and what is not.
• Help the student generalize narrative structure knowledge.
Non Fiction• Preferred genre of children and adults
with ASD; no social element to decipher
• Predominant genre for adults without disabilities
• Gaining more prominence in schools
• Increase in literature providing strategies
Non fiction genre