Word Learning With Orthographic Support in Nonspeaking and Minimally Speaking School-Age Autistic Children
CONCLUSIONS: Minimally speaking or nonspeaking children with a diagnosis of autism benefit from orthographic support when learning new words. Further investigation is warranted to determine if this effect holds during face-to-face interactions using augmentative and alternative communication systems.SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.22465492.PMID:37156246 | DOI:10.1044/2023_JSLHR-22-00549
Source: Journal of speech, language, and hearing research : JSLHR - Category: Speech-Language Pathology Authors: Grace T Clark Christina Reuterski öld Source Type: research
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