presented by Sylvia Diehl
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.
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 Evaluation and Intervention Team, which offers guidance to Florida Public School Systems regarding children with complex needs. She is the founder of the USF Friends’ Group at USF, which provides social communication intervention along with parent training to children with autism spectrum disorders. Dr. Diehl has supported children with autism spectrum disorders and their families for over thirty years and has a long history of clinical experience, including public school settings, university settings, and clinical settings. She has been recognized by the Early Childhood Council and received the Florida Speech and Hearing Association Clinical Career Award. She frequently consults for school systems and conducts workshops locally, nationally, and internationally. She has authored numerous journal articles and book chapters along with continuous education courses for the American-Speech-Language-Hearing Association. Her research and publication interests focus on consistent frameworks to support children with ASD in classroom settings.
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.
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.
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.