Characterization of written language in children and adolescents with Autism Spectrum Disorder
autistic spectrum disorder, learning, Reading
Extrinsic and intrinsic conditions of the individual can directly impact in written and reading. Thus, understanding these mechanisms helps to identify and manage the specific needs of the child. In cases of Autistic Spectrum Disorder, with the complexity of language acquisition and development, these people may have difficulties in the academic and social spheres. Despite advances in intervention strategies, it is observed that more accurate information about interventions, such as duration and effectiveness in predictive reading skills, are still limited. Purpose of article 1: to investigate performance in written language in children and adolescents with ASD. Purpose of article 2: to verify the development of predictive reading and written language skills in children and adolescents with ASD, before and after the intervention. Method: Article 1 is a cross-sectional and quantitative study. The sample consisted of 23 children and adolescents with ASD. Phonological processing skills, intelligence and autism severity level were evaluated. Article 2, on the other hand, consists of a non-randomized clinical trial composed of 10 individuals, who were divided into 2 groups of 5 participants - control group (CG) and intervention group (IG). The IG will receive 15 speech therapy sessions focused on phonological awareness, lasting 30 minutes each. At the end of the intervention, the children of both groups will be reassessed to verify the impacts that the phonological remediation brought to their reading skills.