Αλέξανδρος Γ. Σφακιανάκης: Language Disorders

Friday, May 17, 2019

Language Disorders

From the Editors: Supporting Writers Across the Autism Spectrum
No abstract available

Issue Editors Foreword: Supporting Writers Across the Autism Spectrum
No abstract available

Case Studies Comparing Learning Profiles and Response to Instruction in Autism Spectrum Disorder and Oral and Written Language Learning Disability at Transition to High School

This study investigated literacy learning in students with specific kinds of language challenges at a specific stage of schooling—transition to high school—when the language requirements of the curriculum can be especially challenging. For this exploratory research, a case study approach was adopted that compared 2 adolescent boys both with language learning problems but with 2 contrasting disabilities—autism spectrum disorder (ASD) versus oral and written language learning disability (OWL LD)—just before entry to ninth grade. Three research aims compared participants on (a) learning profiles assessed via a comprehensive psychoeducational assessment battery, (b) change in their learning profiles based on response to instruction to a computerized intervention, and (c) change in their personal narrative compositions and use of taught translation strategies collected during 6 lessons of the computerized intervention. Results indicated that participants demonstrated variable psychoeducational profiles and response to instruction that highlighted similar yet distinct patterns of strengths and weaknesses. Personal narrative writing samples showed that participants demonstrated distinct challenges, but only the participant with ASD showed no response to instruction and produced predominantly off-topic text. Results are discussed in reference to educational applications and future research design implications to understand the writing challenges experienced by children with ASD in reference to children with OWL LD or other specific learning disabilities.

Exploring the Effects of a Biopoem Writing Intervention on Middle School Students With Autism Spectrum Disorder

The purpose of this study was to explore how poetry writing can promote growth in social cognition, writing, and disciplinary literacy for middle school students diagnosed with autism spectrum disorders. An interpretive qualitative content analysis design was used to explore the instructional discourse and written products of the participants during a writing intervention using biopoems to learn about important people in history. Main findings indicated that participants were able to recognize and use emotion/perspective taking words, that the biopoem structure was effective in organizing their writing and enhancing word choice, and that they demonstrated disciplinary literacy through perspective taking and identification of historical significance. The discourse that accompanied the biopoem lessons included evidence of thinking processes and emerging understandings that resulted from the writing process. The context of conversation also allowed for higher order thinking and intertextuality to occur. Implications for practice and future research are discussed.

Teaching Written Expression to Students With Autism Spectrum Disorder and Complex Communication Needs
Written expression is critical to the full participation of individuals with autism spectrum disorder and complex communication needs in a wide range of educational and community contexts. Unfortunately, the extant research on teaching writing to this unique population is limited and, thus, provides little guidance to practitioners in the design of instruction. In this article, the authors present a set of recommendations extracted from the available research literature on teaching writing to students with autism spectrum disorder, offer examples of their successful application, and suggest areas of future research.

Administrator Perspectives on Writing Instructional Practices for Students With Complex Learning Needs: A Pilot Study

The adoption of national literacy standards has resulted in writing becoming a priority for students with complex learning needs (CLN). Given extrinsic (school-based) and intrinsic (student-based) barriers, there is a need to understand how educational systems can provide innovative research- and standards-based writing instruction for these students. The creation of new educational standards and expectations, however, does not result in rapid and immediate change in how instruction occurs for these students. The purpose of this pilot study was to collect data concerning the knowledge, attitudes, and observed barriers toward writing instruction for students with CLN as perceived by educational administrators. Method: This preliminary study was anchored in the field of implementation science to better understand readiness, adoption, and sustainability of innovative writing instructional practices for students with CLN. Administrator perceptions were obtained through didactic interviews, and a qualitative research design was used to understand themes from the data. Results: Results showed that a central challenge across educators is a lack of awareness that change in instructional practice is needed, as well as a perception that these students are not capable of becoming writers. Educational administrators also identified factors that increase positive outcomes when implementing writing instruction for students with CLN. Conclusions: To effectively implement writing instruction for students with CLN, educational administrators will need to consider barriers that impact readiness, adoption, and sustainability and develop systematic solutions that increase overall success.

Continuing Education Instructions and Questions