Talk and Total Communication

Durham, NC, United States

Talk and Total Communication

Durham, NC, United States
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Hao G.,North Carolina Central University | Layton T.L.,Talk and Total Communication
Speech, Language and Hearing | Year: 2017

This study was carried out to assess the writing, reading, and math skills of a group of Chinese preschoolers with High Functioning Autism (HFA) and Low Functioning Autism (LFA), matched by age to a group of children who were typically developing and children with intellectually disabilities. Subjects were all native Chinese speakers. Findings indicated that both the HFA and the LFA groups performed similarly to their controls groups on three academic domains: writing, reading, and math skills. In addition, the LFA group demonstrated similar developmental patterns as the HFA group on reading and math skills, but was approximately one year behind on writing skills. An Academic Developmental Profile was provided based on the performances of the HFA and LFA groups.ABBREVIATIONS: ASD, autism spectrum disorders; ID, intellectual disabilities; TD, typical development; HFA, High functioning autism spectrum disorders; LFA, Low functioning autism spectrum disorders; Chinese Autism Diagnostic Scale; PDD-NOS, Pervasive developmental disorder-Not otherwise specified © 2017 Informa UK Limited, trading as Taylor & Francis Group


Layton T.L.,Talk and Total Communication | Hao G.,North Carolina Central University
Journal of Intellectual Disability - Diagnosis and Treatment | Year: 2017

Early academic skills among Chinese speaking children with ASD were compared to age matched peers who were typically developing and with intellectual disabilities. In general, children with ASD do perform less well on reading comprehension, writing, and math skills. The purpose of the current study was to gather preliminary data on the early academic skills of Chinese children with ASD. The findings indicated that HFA and LFA had less difficulty in acquiring beginning basic-academic skills, but had more difficulty in acquiring advanced academic skills compared to their peers. Yet, the two groups of Chinese students with HFA and LFA performed remarkably alike across the academic skills. © 2017 Lifescience Global.

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