Developmental Trajectories of Children Diagnosed with Autism Spectrum Disorders and Hyperlexia
Document Type
Oral Presentation
Campus where you would like to present
SURC Ballroom A
Start Date
17-5-2012
End Date
17-5-2012
Abstract
Hypothesis: The purpose of the study is to determine at what pace children with autism spectrum disorders (ASD) and hyperlexia make developmental gains relative to children with autism and without hyperlexia. Rationale: Hyperlexia is characterized by the remarkable ability to read words, relative to cognitive ability and comprehension, and research has shown a relationship between ASD diagnosis and hyperlexia. Reading fluency is used as the best prediction of reading ability in education; thus, it is possible that children with hyperlexia may go overlooked for needed intervention in reading comprehension. It is important for educators to understand at what pace children with hyperlexia develop to help determine need for intervention. Methods: Academic achievement, intellectual, and social-emotional archival data, on children assessed at 9 years and again between 13 and 18 years-old, will be used from the University of Washington Autism Center. Results: Dataset is in-hand, and analyses will be conducted to determine differences, if any, in reading skills, reading comprehension, and social skills between students with Autism with and without hyperlexia. Final approval from the Human Subjects Review Committee (HSRC) for exempt research is in process. Principal Conclusions: The purpose of the study is to research a population of children who have difficulty communicating and who have remarkable ability to read words with greater superiority than their IQ and comprehension predict. Children with hyperlexia and ASD may be overlooked for needed services; however, it is important to understand developmental trends in these children to help educators determine how hyperlexia affects development.
Recommended Citation
Englehart, Vanessa, "Developmental Trajectories of Children Diagnosed with Autism Spectrum Disorders and Hyperlexia" (2012). Symposium Of University Research and Creative Expression (SOURCE). 38.
https://digitalcommons.cwu.edu/source/2012/posters/38
Poster Number
20
Additional Mentoring Department
Psychology
Developmental Trajectories of Children Diagnosed with Autism Spectrum Disorders and Hyperlexia
SURC Ballroom A
Hypothesis: The purpose of the study is to determine at what pace children with autism spectrum disorders (ASD) and hyperlexia make developmental gains relative to children with autism and without hyperlexia. Rationale: Hyperlexia is characterized by the remarkable ability to read words, relative to cognitive ability and comprehension, and research has shown a relationship between ASD diagnosis and hyperlexia. Reading fluency is used as the best prediction of reading ability in education; thus, it is possible that children with hyperlexia may go overlooked for needed intervention in reading comprehension. It is important for educators to understand at what pace children with hyperlexia develop to help determine need for intervention. Methods: Academic achievement, intellectual, and social-emotional archival data, on children assessed at 9 years and again between 13 and 18 years-old, will be used from the University of Washington Autism Center. Results: Dataset is in-hand, and analyses will be conducted to determine differences, if any, in reading skills, reading comprehension, and social skills between students with Autism with and without hyperlexia. Final approval from the Human Subjects Review Committee (HSRC) for exempt research is in process. Principal Conclusions: The purpose of the study is to research a population of children who have difficulty communicating and who have remarkable ability to read words with greater superiority than their IQ and comprehension predict. Children with hyperlexia and ASD may be overlooked for needed services; however, it is important to understand developmental trends in these children to help educators determine how hyperlexia affects development.
Faculty Mentor(s)
Suzanne Little