Since the rise and fall of the controversial area of facilitated communication, limited research pertaining to literacy learning of individuals with autism who require augmentative and alternative communication (AAC) has been conducted (Beukelman & Mirenda, 1998). Low expectations of these individuals with respect to their potential for literacy learning has frequently led to educational curricula that largely ignore literacy instruction. As a result, many of these individuals are, unfortunately, being denied access and opportunity to engage in experiences that might support literacy learning. Of particular concern is the fact that researchers, educators, and clinicians continue to lack a research base for understanding which instructional strategies are most effective for teaching reading and writing to these individuals (Mirenda & Erickson, 2000).
To date, there is only a handful of clinical researchers in this country who are conducting evidence-based research (using small N experimental designs) pertaining to literacy development in individuals with severe communication impairments associated with autism. Although this research is still somewhat preliminary in nature, the methods employed and the documented outcomes may provide valuable guidance to speech-language pathologists and other educators in beginning to address the literacy needs of this population.
Therefore, the purpose of this journal issue is to bring together investigators to present their efforts pertaining to evidence-based intervention approaches for enhancing literacy skills in children, adolescents, and adults with severe communication impairments associated with autism. Intervention procedures targeting a range of literacy skills within functional communicative contexts are addressed. The content of the majority of articles in this issue was previously presented in miniseminar sessions at both the 2000 International Society for Augmentative and Alternative Communication (ISAAC) Conference (Bedrosian, Lasker, Koppenhaver, Erickson, Schlosser, Blischak, & Foley, 2000) and the 2001 American Speech-Language-Hearing Association (ASHA) Convention (Bedrosian, Lasker, Schlosser, Blischak, & Foley, 2001). The authors elaborate and expand upon the investigations, the questions, and the directions they first shared in the two conference presentations.
In the first article, Mirenda sets the tone for the entire issue. She provides a base for understanding why literacy development in individuals with autism should be addressed. Models of literacy instruction, which have either hindered or enhanced the literacy learning of these individuals, are reviewed. Strategies for promoting literacy learning across five stages of reading development are suggested through the use of various instructional techniques and available technologies.
In the next article, Koppenhaver and Erickson present a study examining the effects of typical emergent literacy experiences on the early literacy development of preschool children with autism and severe communication impairments. The authors describe procedures for providing writing opportunities for young children, and for increasing their access to print by integrating its use in daily activities. Suggestions for integrating emergent literacy into preschool programs serving children with autism who require AAC are provided.
Blischak and Schlosser focus on the role of communication technology in supporting independent spelling in school-age children with autism and little or no functional speech. They describe a series of studies, using single-subject experimental designs, evaluating the effects of various feedback conditions from speech generating devices on spelling. The authors challenge previously held assumptions regarding the learning characteristics of individuals with autism. Clinical implications and directions for future research pertaining to spelling development in children with autism who require AAC are provided.
An intervention program for enhancing the written narrative skills of an adolescent AAC student with autism is described by Bedrosian, Lasker, Speidel, and Politsch. The instructional context involved the student working with a typically speaking peer as a writing partner. Methods for increasing story planning and writing contributions by the AAC student are discussed. Also addressed is the decision-making process the authors used with respect to such evidence-based research issues as participant selection criteria, experimental design, intervention goals, instructional methods, and outcomes. Future clinical and research directions are suggested.
In the final article in this issue, Foley and Staples describe an integrated AAC and literacy intervention program for adults with autism in a supported employment facility. A four-pronged approach for promoting functional communication and literacy skills in work and other community settings is discussed. Three detailed case studies of adults with autism are provided to illustrate methods and outcomes pertaining to emerging, beginning, or more advanced levels of communication and literacy skills. The authors conclude the article with a discussion of future research directions.
Yogi Berra is widely credited as having once said, "You've got to be careful if you don't know where you're going, because you might not get there." As researchers, educators, and clinicians, we have made only the most meager inroads into understanding how literacy is learned, how it might be taught, and what environments, materials, and experiences might support it in children with autism. We may not yet know where we are going, but it is the authors' hope that the articles collected in this issue will inspire others to direct their clinical and research efforts toward enhancing literacy in individuals with severe communication impairments associated with autism. All of the participants described in these studies exhibited improved literacy understanding as a result of thoughtfully designed interventions. These findings are encouraging, and should be considered with respect to future curriculum development.
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