Preschool Reading and Language Interventions for Children with Autism
Contact: Roxanne Hudson, firstname.lastname@example.org, 206-616-1945
Core Function: Research and Evaluation
The goal of this project is to determine the immediate and delayed effects of preschool intervention in areas important for emergent literacy in order to lead to improved reading and language outcomes among children with ASD. To do this, the project utilizes randomized control trials to experimentally examine the efficacy of Dialogic Reading and Phonological Awareness interventions in comparison to untutored peers and then compare the efficacy of the two interventions. The project will further examine intervention and child characteristics to determine under which conditions the treatments are most effective. Because it is important for young children to arrive in kindergarten prepared for conventional literacy instruction, the project will determine for which outcomes treatment effects persist one year post-intervention and if they change after controlling for key child characteristics. For these same reasons, the project will examine which preschool pretest characteristics predict longer term (kindergarten) outcomes for children with ASD. The project aims to determine which child characteristics are important for later literacy success; this is known for typically developing children, but not for those with ASD.