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. Case Example: Brent
This chapter introduces a case example of a middle school child with autism. This young man has challenges in reading comprehension, communication and behavior. The chapter addresses selection of reading material that frames intervention that encompasses the integration of communication and social behavior goals.
Children with ASD often have difficulty selecting pertinent information from reading materials in order to summarize, which is recognized by the National Reading Panel (2001). This chapter uses the case example to apply intervention strategies that address summarization. Strategies reflect recommendations from the autism literature and from the National Reading Panel.
3. Character Perspective
This chapter continues the application of reading comprehension intervention strategies using this case example. The strategies target character perspective within the text along with application of this skill to real life situations. Understanding character perspective reflects the difficulty that children with ASD have with imagining what others are thinking. Strategies reflect recommendations from the autism literature and from the National Reading Panel.
This chapter applies the ability to infer knowledge from text to the case example and in real life. The ability to infer knowledge from a text may reflect weak central coherence, which is often seen in children with ASD. Strategies reflect recommendations from the autism literature and from the National Reading Panel.
5. Combining Goals and Interventions to Meet Reading Comprehension and Social Goals
This chapter describes an intervention framework which allows the clinician to address reading comprehension and social goals simultaneously. This allows speech language pathologists to use their time efficiently when addressing social communication and reading comprehension goals, which often coexist in children with ASD.