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ASD & Reading Comprehension Part 1: Cognitive Characteristics

presented by Sylvia Diehl

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Disclosure Statement:

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.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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Part 1: Cognitive Characteristics is one of three courses that focus on reading comprehension in children with ASD. It is designed to familiarize the participant with the cognitive characteristics which may contribute to reading comprehension difficulties in children with autism spectrum disorders.

Meet Your Instructor

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…

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Chapters & Learning Objectives

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1. Theory of Mind and Reading

This chapter addresses the cognitive process of theory of mind and its role in the reading comprehension. It targets literature regarding its impact on reading comprehension and how it applies to the intervention process.

2. Executive Functioning and Reading

This chapter addresses the literature related to executive function and children with ASD. It then considers the impact of executive function on reading comprehension and the intervention process.

3. Central Coherence and Reading

This chapter discusses the literature regarding central coherence in children with ASD. It next addresses the impact of central coherence on reading comprehension and the intervention process.

More Courses in this Series

ASD & Reading Comprehension Part 2: Reading Models, Vocabulary, & Main Topic

Presented by Sylvia Diehl, Ph.D., CCC-SLP

ASD & Reading Comprehension Part 2: Reading Models, Vocabulary, & Main Topic

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Part 2: Reading Models and Reading Intervention is the second of three courses. It begins by discussing a popular reading model along with the impact of social cognition when considering reading comprehension in this population. The course then progresses to a case example of a young elementary student and the use of evidence based practice in intervention to address the areas of vocabulary, anaphoric referencing, and identification of the main topic.

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ASD & Reading Comprehension Part 3: Integrating Social Communication and Behavior

Presented by Sylvia Diehl, Ph.D., CCC-SLP

ASD & Reading Comprehension Part 3: Integrating Social Communication and Behavior

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Part 3: Integrating Social Communication and Behavior is the third and last course in this series. It features a case example of a middle school student and an intervention plan which integrates goals related to reading comprehension, behavior, and social communication. This course highlights the use of literacy as a framework for addressing inference and perspective based behavior and communication challenges. Reading comprehension areas include summarization, inference, and character perspective.

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