Brief Report: Associations between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum

Autor/inn/en	Westerveld, Marleen F.; Paynter, Jessica; Adams, Dawn
Titel	Brief Report: Associations between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 12, S.4692-4697 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Westerveld, Marleen F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-04889-x
Schlagwörter	Correlation; Autism; Pervasive Developmental Disorders; Preschool Children; Communication Skills; Writing Skills; Speech Skills; Interpersonal Competence; Emergent Literacy; At Risk Persons; Adjustment (to Environment); Behavior Rating Scales; Scores; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Korrelation; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kommunikationsstil; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Interpersonale Kompetenz; Frühleseunterricht; Risikogruppe
Abstract	We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01