Reading instruction for children with ASD Getting the story straight

80 JCPSLP Volume 18, Number 2 2016 Journal of Clinical Practice in Speech-Language Pathology repetitive behaviours and interests (American Psychiatric Association, 2013). It is estimated to affect approximately 1 in 68 people (Centers for Disease Control and Prevention., 2014) and is associated with elevated rates of intellectual disability (e.g., Fombonne, 2003; French, Betrone, Hyde, & Fombonne, 2013) and challenging behaviour both compared to typically developing children and those with other conditions (e.g., Blacher & McIntyre, 2006; Eisenhower, Baker, & Blacher, 2005; McClintock, Hall, & Oliver, 2003). Although literacy difficulties are not explicitly part of the diagnostic criteria, challenges with literacy, particularly comprehension, are commonly reported (Ricketts, Jones, Happé, & Charman, 2013). Indeed, between 30 and 60% of children and adolescents with ASD are reported to show below average literacy skills (Arciuli, Stevens, Trembath, & Simpson, 2013; Nation, Clarke, Wright, & Williams, 2006; Ricketts et al., 2013). In addition, characteristics of ASD may make individuals particularly vulnerable to difficulties in acquiring literacy skills. For example, difficulties with joint attention, failure to follow pointing, oral language delays, and problems with social orienting, as described in diagnostic criteria (American Psychiatric Association, 2013), may hinder the acquisition and development of literacy. These areas are commonly addressed by speech-language pathologists (SLPs) and can form the foundation for addressing secondary, but related challenges such as literacy. However, literacy skills are typically not included in the remit of SLP interventions for children with ASD (Lanter & Watson, 2008). In this article we will address three common assumptions that may act as barriers to providing literacy support.