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Reading Assessment in Children with Autism Spectrum Disorder

Published online by Cambridge University Press:  07 July 2016

Jessica Paynter ,
Marleen F. Westerveld  and
David Trembath
Jessica Paynter*
Affiliation:
AEIOU Foundation, Brisbane, Queensland, Austrlaia Griffith University, School of Applied Psychology, Gold Coast, Queensland, Australia Menzies Health Institute Queensland, Gold Coast, Queensland, Australia
Marleen F. Westerveld
Affiliation:
Griffith University, School of Allied Health Sciences, Gold Coast, Queensland, Australia Griffith Institute for Educational Research, Brisbane, Queensland, Australia Menzies Health Institute Queensland, Gold Coast, Queensland, Australia
David Trembath
Affiliation:
Griffith University, School of Allied Health Sciences, Gold Coast, Queensland, Australia Menzies Health Institute Queensland, Gold Coast, Queensland, Australia
*
address for correspondence: Dr Jessica Paynter, School of Applied Psychology, Health Building (G40), Parklands Drive, Southport Qld 4222. Email: j.paynter@griffith.edu.au
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Abstract

The social-communication and behavioural difficulties experienced by children with autism spectrum disorder (ASD) are well documented in the research literature; however, relatively little attention has been paid to their commonly experienced reading difficulties. In this article, we synthesise the findings of the research to date and provide practical recommendations for school psychologists and counsellors tasked with assessing and supporting children with ASD who experience reading difficulties. Central to these recommendations is the need for comprehensive multidisciplinary assessment tailored to each child's needs, at all times avoiding common assumptions regarding literacy and learning in children with ASD.

Keywords

assessmentemergent literacyautism spectrum disorderstudents
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 26 , Special Issue 2: Developmental Disabilities , December 2016 , pp. 205 - 217
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Copyright
Copyright © The Author(s) 2016 

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