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Détail de l'auteur
Auteur Hadas DAHARY |
Documents disponibles écrits par cet auteur (1)
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Emergent literacy skills and autism: A scoping review of intervention programs / Charlotte RIMMER in Research in Autism Spectrum Disorders, 97 (September 2022)
[article]
Titre : Emergent literacy skills and autism: A scoping review of intervention programs Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur Article en page(s) : 102004 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Emergent literacy skills Phonological awareness Word recognition Intervention Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102004[article] Emergent literacy skills and autism: A scoping review of intervention programs [Texte imprimé et/ou numérique] / Charlotte RIMMER, Auteur ; Hadas DAHARY, Auteur ; Eve-Marie QUINTIN, Auteur . - 102004.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102004
Mots-clés : Autism spectrum disorder Emergent literacy skills Phonological awareness Word recognition Intervention Children Index. décimale : PER Périodiques Résumé : This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486