Browsing by Author "Clendon S"

Now showing 1 - 3 of 3
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    Embedded Learning Support Practices for Primary Caregivers of Autistic Children
    (Taylor and Francis Group on behalf of the University of Queensland, 2025-08-18) Pretorius E; McLaughlin T; Clendon S
    Providing quality naturalistic and intentional learning opportunities to young autistic children strengthens their engagement and participation in home and education settings. Effective early intervention involves building parents’ capacity to support children’s learning and communication in the home. This study examined a training plus coaching intervention to support parents’ implementation of embedded learning opportunities (ELOs) and complete learning opportunities (CLOs) within naturally occurring play routines. This type of Embedded Learning Support (ELS) is a novel area of research in early intervention in Aotearoa, New Zealand. Three parent–child dyads participated in this study, each including a preschool autistic child. A single group pre-test/post-test study explored intervention impact. Results showed that group training and individualised home-based coaching effectively supported parent capacity and confidence to create meaningful and sustained interactions with their children. Parents valued the systematic and intensive nature of ELOs and CLOs. This paper will highlight the relevance of these findings to the existing literature on parent-implemented interventions and naturalistic and intentional practices.
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    Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial
    (American Speech-Language-Hearing Association, 2021-01-19) Clendon S; Paynter J; Walker S; Bowen R; Westerveld MF
    Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.
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    The home literacy environment of school-age autistic children with high support needs.
    (John Wiley and Sons, 2024-08-01) Westerveld MF; Malone SA; Clendon S; Bowen R; Hayley G; Paynter J
    BACKGROUND: As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. METHOD: Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. RESULTS: We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. CONCLUSIONS: A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.