The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder PurposeThis study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children.MethodThe authors investigated children's reading ability using the ... Research Article
Research Article  |   December 01, 2013
The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder
 
Author Affiliations & Notes
  • Joanne Arciuli
    The University of Sydney, New South Wales, Australia
  • Kirsten Stevens
    The University of Sydney, New South Wales, Australia
  • David Trembath
    The University of Sydney, New South Wales, Australia
  • Ian Craig Simpson
    The University of Sydney, New South Wales, Australia
  • Disclosure:The authors have declared that no competing interests existed at the time of publication.
    Disclosure:The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Joanne Arciuli: joanne.arciuli@sydney.edu.au
  • Editor: Janna Oetting
    Editor: Janna Oetting×
  • Associate Editor: Elizabeth Crais
    Associate Editor: Elizabeth Crais×
Article Information
Special Populations / Autism Spectrum / Language Disorders / Reading & Writing Disorders / Research Article
Research Article   |   December 01, 2013
The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder
Journal of Speech, Language, and Hearing Research, December 2013, Vol. 56, 1837-1844. doi:10.1044/1092-4388(2013/12-0034)
History: Received February 22, 2012 , Revised August 2, 2012 , Accepted March 20, 2013
 
Journal of Speech, Language, and Hearing Research, December 2013, Vol. 56, 1837-1844. doi:10.1044/1092-4388(2013/12-0034)
History: Received February 22, 2012; Revised August 2, 2012; Accepted March 20, 2013

PurposeThis study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children.

MethodThe authors investigated children's reading ability using the Wide Range Achievement Test—Fourth Edition (Wilkinson & Robertson, 2006) and the Neale Analysis of Reading Ability—Third Edition (Neale, 2007). Parent report data was collected using the Vineland Adaptive Behavior Scales—Second Edition (Sparrow, Cicchetti, & Balla, 2005). Participants were 21 children with ASD (6–11 years) and their primary caregivers.

ResultsDirect assessment of children's reading ability showed that some children with ASD have difficulty learning to read and exhibit particular weaknesses in comprehension. The results revealed positive relationships between Vineland Adaptive Behavior Scales scores in the Adaptive Communication domain and direct assessment of children's reading ability across 3 measures of reading (word-level accuracy, passage-level accuracy, and passage-level comprehension).

ConclusionsAlthough literacy levels vary among children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children's reading ability.

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