Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum

We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to sp...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2021-12, Vol.51 (12), p.4692-4697
Main Authors: Westerveld, Marleen F., Paynter, Jessica, Adams, Dawn
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
At Risk Persons
Autism
Autistic children
Behavior Rating Scales
Behavioral Science and Psychology
Brief Report
Child and School Psychology
Children
Clinical assessment
Communication
Communication Skills
Correlation
Demographic aspects
Deviance
Diagnosis
Emergent Literacy
Health aspects
High risk
Interpersonal Competence
Literacy
Neurosciences
Pediatrics
Pervasive Developmental Disorders
Preschool Children
Psychological aspects
Psychology
Public Health
Risk assessment
Risk factors
Scores
Social interaction
Social skills
Speech Skills
Writing Skills
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Summary:We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children’s performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-021-04889-x