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

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Embargoed until: 2022-01-30
Author(s)
Westerveld, MF
Paynter, J
Adams, D
Year published
2021
Metadata
Show full item recordAbstract
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 ...
View more >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.
View less >
View more >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.
View less >
Journal Title
Journal of Autism and Developmental Disorders
Copyright Statement
© 2020 Springer US. This is an electronic version of an article published in Journal of Autism and Developmental Disorders, 2020. Journal of Autism and Developmental Disorders is available online at: http://link.springer.com/ with the open URL of your article.
Note
This publication has been entered as an advanced online version in Griffith Research Online.
Subject
Education
Psychology and Cognitive Sciences
Autism spectrum disorder
CCC-2
Emergent literacy
SCQ
VABS-II