This is Part 3 of the five-part series, Targeting the Social, Academic, & Transition Needs of Young Teens with ASD. This course will discuss the factors that affect narrative comprehension for learners with autism spectrum disorders (ASD), and a continuum for developing narrative comprehension. Specific strategies for supporting learners with ASD in accessing narrative text along a continuum will be addressed. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).
Course created on August 8, 2018
- After this course, participants will be able to describe specific factors that influence narrative text comprehension for learners with ASD.
- After this course, participants will be able to explain the connection between narrative skills and social cognition.
- After this course, participants will be able to describe specific strategies for developing narrative skills in learners with ASD across a continuum.
|5-15 Minutes||Cognition in ASD and influence on narrative understanding. Connecting narrative comprehension and social cognition.|
|15-25 Minutes||What is narrative? Continuum of development; Before beginning: Lesson plans and teaching protocols|
|25-35 Minutes||Building comprehension - Assessment to Instruction: From who doing what, where, and why; core words as the foundation for who, doing what|
|35-40 Minutes||Beginning, middle end/simple story grammar|
|40-55 Minutes||Characters and character event maps|
|55-60 Minutes||Summary, Q&A|
Dr. Christina R. Carnahan is associate professor of special education in the School of Education, Special Education at the University of Cincinnati. She is also the director of Advancement and Transition Services (http://cech.uc.edu/education/ats.html) within the School of Education. Dr. Carnahan's research interests include literacy and communication interventions for individuals with autism spectrum disorders, and creating efficient and effective instructional practices across the lifespan. Dr. Carnahan has published in journals such as Exceptional Children, Journal of Special Education, and Focus on Autism and Developmental Disabilities.
Pamela Williamson is an Associate Professor at the University of North Carolina at Greensboro. She has experience working with individuals with autism and their teachers in the area of reading intervention and instruction. She has published numerous peer-reviewed articles related to reading and autism in journals such as Exceptional Children, Focus on Autism and Other Developmental Disabilities, the Journal of Special Education, Intervention in School and Clinic, and Teaching Exceptional Children. In addition, she is the coeditor of an award winning textbook, Quality Literacy Instruction for Students with Autism Spectrum Disorders, and has educated in-service educators, related service personnel, and families on this topic across the U.S.
Sponsor Disclosure: This course is presented in cooperation with the American Board of Child Language and Language Disorders (ABCLLD).
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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0.1 ASHA CEUs
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