Assignment Answers Pdf Of The Autism Spectrum Disorder:PSYC2330

Running head: Progression of reading ability in achild diagnosed with autism
Progression of reading ability in achild diagnosed with autism
Name of …

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Running head: Progression of reading ability in achild diagnosed with autism
Progression of reading ability in achild diagnosed with autism
Name of student
Name of university
Progression of reading ability in achild diagnosed with autism 1
The paper discusses the Progression of reading ability in achild diagnosed with autism. Many
students suffer from reading and comprehension as they suffer from Autism Spectrum Disorder.
The difficulties might be due to the deficiencies in executive functioning and central coherence.
Teaching children with autism reading and comprehension skills might be challenging yet can be
achieved to some extent as reading might progress even among children who have autism. Thus,
this paper will discuss the past pieces of literature that have discussed the concept of Progression
of reading ability in achild who has been diagnosed with autism.
According to the DSM V criteria, to diagnose Autism, the child needs to fall into the criteria set
out by the criteria category. To be diagnosed with Autism, the child needs to have difficulty in
social communication and they rarely use language to communicate with people. They show
restricted and repetitive behaviour and interest along with repetitive sensory behaviour. They
often show symptoms of repetitive ways of speaking and show avery narrow interest. Due to
slowed ability to develop speech, their capabilities to read and comprehend are also arrested.
Intellectual ability is also less among children with Autism and thus, their social communication
also gets affected. Their IQ score is often unstable, (Evers et al., 2021).
Nally et al., (2018) in their paper, discussed the difficulties diagnosed in the reading abilities
among children with Autism, by dividing the sample population into two groups based on the
age of the children like for example, 3:10 –5:10 years in group 1and 6:00 –17:3 year in group 2.
Both groups were assessed on their core reading abilities based on reading components like
phonological awareness, comprehension, and word reading .The article rightly stated that having
Progression of reading ability in achild diagnosed with autism 2
the reading ability is the most important outcome that is expected to be developed in achild with
age. However, the paper hypothesised that, children with Autism Spectrum Disorder cannot
develop their speaking and reading capabilities. The paper concluded that children with Autism
have severe reading deficits which have been supported by obtained results following ethical
Singh et al., (2017) in their paper hypothesized that by using Behavior Skills Training (BST),
children can be taught the four reading comprehension skills, and the reading and comprehension
skills can be fostered among the children. This might bring about improvement in the reading
comprehension of the participants with ASD. It was hypothesized that BST can be effective on
individual applications rather than on agroup. The effectiveness of the method was measured
using multiple probe designs across skills. 12 sessions were conducted using 12 sessions on BST.
At each session, skills were analyzed if improved, by letting them orally respond to 10
comprehension questions. By using these methods, the hypothesis got supported, as the response
obtained showed improvement in the comprehension skills. The paper had met the requirements
of the National Statement on Ethical Conduct in Human Research.
Alves et al., (2020) in their research hypothesized that ABA-based assistive technologies are
effective for the treatment of ASD, and the associated learning disabilities or challenges. A
systematic review (SR) was used to measure the effectiveness of the treatment method.
According to this method, five consecutive stages were developed, which includes question
formulation, searching of related articles, evaluation and selection of the articles found, analysis
and synthesis of the articles, and finally reporting the results. Since the paper included analysis
of old articles, there was no mention of ethical consideration. The ethical consideration that was
Progression of reading ability in achild diagnosed with autism 3
considered includes mentioning the sources of the articles and not exposing the participants. 23
articles were analysed in the process.
Bailey, Arciuli & Stancliffe, (2016) in the paper had hypothesised that participants with ASD
might exhibit improvement in their reading and comprehension skills when exposed to the
ABRA instruction method compared to when children are not exposed to any special educational
treatment method. The method that they had adopted to meet the hypothesis includes conducting
pre-test and post-test on the control group design. The children or participants of similar age and
who had similar levels of challenges in reading and comprehension were identified and randomly
assigned to groups. It was concluded, following the approved protocol of the University ’s
Human Research Ethics Committee, that the ABRA teaching method is effective for children
with ASD.
Westerveld et al., (2017) in their paper, did not have any hypotheses about the strengths or the
correlations have between strengths in code related literacy skills and weaknesses in meaning
related emergent literacy skills. The paper however hypothesised for code-related ability, that all
variables were predictive of word recognition ability based on research with ASD children. The
methods that were used for the research included the study method which was approved by the
Griith University ethics committee and the Sydney Children ’s Hospitals Network ethics
committee. Participants were given verbal instructions, and results were obtained with parental
consent. It was concluded that development in meaning-related emergent literacy skills can help
promote development in the reading and comprehension skills.
Yamasaki & Luk, (2018) in their paper hypothesized that diverse language experiences mark the
eligibility for special education for children with ASD. The paper adopted a secondary
descriptive data analysis on the data which was conducted through anonymized demographics.
Progression of reading ability in achild diagnosed with autism 4
The paper reached the conclusion that a strong association is present between the student’s
language background and their eligibility for reduced lunch. The paper conducted ethical
research as the data collected were anonymised.
Hence, it can be concluded that each and every research referred to in this paper has been
conducted following ethical guidelines. They have provided and collected written consent or
informed the parents before collecting the data from their children. It can also be concl;uded that
if the ASD children are taught following special teaching methods like for example the Behavior
Skills Training (BST), or the systematic review (SR) method, their reading and comprehension
abilities can improve. The topic is important as it is important to know how the reading ability
can be improved in the children with ASD.
Progression of reading ability in achild diagnosed with autism 5
Alves, F. J., De Carvalho, E. A., Aguilar, J., De Brito, L. L., & Bastos, G. S. (2020). Applied
behavior analysis for the treatment of autism: A systematic review of assistive
technologies. IEEE Access ,8,118664-118672.
Bailey, B., Arciuli, J., & Stancliffe, R. J. (2016, June 20). Effects of ABRACADABRA Literacy
Instruction on Children With Autism Spectrum Disorder. Journal of Educational
Psychology. Advance online publication.
Evers, K., Maljaars, J., Carrington, S. J., Carter, A. S., Happ é,F., Steyaert, J., … & Noens, I.
(2021). How well are DSM-5 diagnostic criteria for ASD represented in standardized
diagnostic instruments?. European child & adolescent psychiatry ,30 (1), 75-87.
Nally, A., Healy, O., Holloway, J., & Lydon, H. (2018). An analysis of reading abilities in
children with autism spectrum disorders. Research in Autism Spectrum Disorders ,47 ,14-
Singh, B. D., Moore, D. W., Furlonger, B. E., Anderson, A., Busacca, M. L., & English, D. L.
(2017). Teaching reading comprehension skills to a child with autism using behaviour
skills training. Journal of autism and developmental disorders ,47 (10), 3049-3058.
Westerveld, M. F., Paynter, J., Trembath, D., Webster, A. A., Hodge, A. M., & Roberts, J.
(2017). The emergent literacy skills of preschool children with autism spectrum
disorder. Journal of autism and developmental disorders ,47 (2), 424-438.
Yamasaki, B. L., & Luk, G. (2018). Eligibility for special education in elementary school: The
role of diverse language experiences. Language, Speech, and Hearing Services in
Schools ,49 (4), 889-901.


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