ORCID Profile
0000-0003-0086-9999
Current Organisation
University of Newcastle Australia
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Publisher: Springer Science and Business Media LLC
Date: 09-06-2022
Publisher: American Speech Language Hearing Association
Date: 17-01-2022
DOI: 10.1044/2022_LSHSS-22-00014
Abstract: Some children with cerebral palsy (CP) have difficulty acquiring conventional reading and writing skills. This systematic review explores the different types of literacy instruction and their effects on the reading and writing skills of children with CP. Relevant studies published between 2000 and 2020 were identified using electronic databases and terms related to CP and literacy. Data on participant characteristics, instruction characteristics, and instruction outcomes were extracted. A standardized measure of effect size was used to quantify reported treatment effects. The systematic search identified 2,970 potentially relevant studies, of which 24 met inclusion criteria. These studies included 66 children with CP aged 5–18 years. One of the included studies utilized a group research design, whereas the remaining used single-subject designs. Studies investigated literacy instruction methods designed to teach phonics, sight-word recognition, reading fluency, reading comprehension, spelling, or written expression skills, or multicomponent instruction (instruction methods encompassing three or more of these skills). Most instruction methods were associated with gains in reading and writing skills with medium to large effects however, our analysis of methodological rigor suggests that these findings need to be interpreted with caution. We propose that literacy instruction utilizing evidence-based principles can be effective for children with CP, provided instruction is accessible and allows children to demonstrate and receive feedback on their skills however, further research is greatly needed. Clinical implications and priorities for future research are discussed. 0.23641/asha.21357558
Publisher: American Psychological Association (APA)
Date: 2017
DOI: 10.1037/EDU0000138
Publisher: Elsevier BV
Date: 05-2022
Publisher: SAGE Publications
Date: 08-06-2021
DOI: 10.1177/02656590211019446
Abstract: Spelling analyses can be used to investigate sources of linguistic knowledge underlying children’s literacy development and may be useful in predicting later achievement. This study explored the utility of six analysis metrics in predicting the spelling achievement of school-aged children with literacy learning difficulties via post-hoc analyses of data collected in a clinic. Participants were 48 children aged 7 to 12 years. Spelling accuracy was assessed using the Dalwood Spelling Test (Dalwood Assessment Centre, 2008) at baseline and 37–70 weeks later. Spelling attempts at baseline were analysed using metrics designed to quantify evidence of phonological, orthographic, and/or morphological awareness. Scores from each metric were associated with baseline and later conventional spelling accuracy. A metric which credits evidence of phonological, orthographic and morphological awareness shared a significantly stronger association with baseline conventional spelling accuracy as compared to the remaining metrics. There were no significant differences in the strength of associations among the baseline metrics and later spelling achievement. Supplementary analyses focused exclusively on children’s spelling errors returned a similar pattern of results with a few notable exceptions. The utility of spelling analyses is discussed.
Publisher: Informa UK Limited
Date: 17-02-2017
Publisher: SAGE Publications
Date: 13-01-2020
Abstract: Aboriginal and Torres Strait Islander people with autism spectrum disorder, used interchangeably with the term autism, are among the most marginalised people in Australian society. This review maps out existing and emerging themes in the research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications met our inclusion criteria and focused on autism spectrum disorder diagnosis and prevalence, as well as carer and service provider perspectives on autism, and autism support services for Indigenous Australians. We were able to access 17 publications: 12 journal articles, 3 conference presentations, 1 resource booklet and 1 dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. Research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers is discussed in relation to Indigenous perspectives on autism, as well as barriers and strategies to improve access to diagnosis and support services. Although not the focus of our review, we briefly mention studies of Indigenous people with autism in countries other than Australia. Aboriginal and Torres Strait Islander people with developmental disabilities such as autism are among the most marginalised people in Australian society. We reviewed research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications were in line with our main areas of inquiry: autism spectrum disorder diagnosis and prevalence, carer and service provider perspectives on autism, and autism support services. These included 12 journal publications, 3 conference presentations, 1 resource booklet and 1 thesis dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. We also discuss research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers, as well as barriers and strategies for improving access to diagnosis and support services.
Publisher: Cambridge University Press (CUP)
Date: 12-09-2018
DOI: 10.1017/S0305000918000272
Abstract: In this exploratory study, we examined stress contrastivity within real word productions elicited via picture naming in 20 children with autism spectrum disorders (ASD) and 20 typical peers group-wise matched on age and vocabulary. Targets had a dominant pattern of lexical stress beginning with a strong–weak pattern (SW: ‘caterpillar’, ‘butterfly’) or a non-dominant pattern of lexical stress beginning with a weak–strong pattern (WS: ‘tomato’, ‘potato’). Children produced each target twice ( n = 320 productions). Acoustic measures were made for the duration, fundamental frequency, and intensity of the first two vowels for each word production. For vowel duration and fundamental frequency, children with ASD and typical peers produced a similar magnitude of stress contrastivity for SW and WS words. However, there was a significant group difference in the way contrastivity in intensity was realised for WS words whereby children with ASD produced less stress contrastivity than typical peers. Bayesian analyses were in line with our interpretation of our frequentist analyses.
Publisher: SAGE Publications
Date: 2018
Abstract: Effective literacy instruction demands a clear understanding of the subskills that underpin children’s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5–12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data. Participants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ‘linguistic awareness’, using the Computerised Spelling Sensitivity System. Correlation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different. These findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children. The similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills.
Publisher: American Speech Language Hearing Association
Date: 18-01-2021
DOI: 10.1044/2020_LSHSS-20-00019
Abstract: Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Here, we provide an overview of some of the factors that impact early reading development for children with autism and a rationale for the provision of comprehensive early reading instruction consistent with the recommendations of the National Reading Panel (NRP). We discuss research on NRP instruction for children with autism, including some of our own empirical studies. We also discuss some areas of research that were not emphasized by the NRP but that we view as important. We offer recommendations that extend beyond NRP guidelines in order to advance knowledge and improve practice. Comprehensive early reading instruction holds great promise for children with autism, but there are gaps in our understanding that need to be addressed. These include the most effective method(s) for tailoring reading instruction to the needs of the in idual while optimizing delivery to small groups of children, supporting skills and making other accommodations not outlined by the NRP, and consideration of bilingualism and of reading instruction in languages other than English, among other issues. While our focus in this review article is early reading instruction for children with autism who use oral language, we acknowledge that there is a major gap in the literature concerning reading instruction for those who do not use oral language. We hope that this review article will be helpful to clinicians, educators, and researchers alike, as well as children with autism and their families, friends, and support networks.
Publisher: Hawaii International Conference on System Sciences
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 12-09-2019
Publisher: Elsevier BV
Date: 02-2019
DOI: 10.1016/J.RIDD.2018.11.003
Abstract: There is evidence indicating that instruction using ABRACADABRA (ABRA) - a free web application designed to promote literacy development - may benefit children with autism spectrum disorders (ASD) when administered on an in idualized basis in children's homes. Here, we investigated the efficacy of ABRA instruction administered in small groups of children with ASD within a school setting. Children were aged 5.83-8.42 years (n = 23). Some children were assigned to an instruction group and received a minimum of 20 h of ABRA instruction over 9 weeks (n = 11). The other children comprised an age- and ability-matched control group (n = 12) and received business as usual literacy instruction. Outcome measures included word-level accuracy, passage-level accuracy, and passage-level comprehension, all assessed using standardized tests that were independent of ABRA. ANOVAs comparing pre- versus post-instruction raw scores showed statistically significant improvements in word- and passage-level reading accuracy for the instruction group relative to the control group, with large effect sizes. Gains in reading comprehension for the instruction group were not statistically significant and, in a posthoc correlational analysis, appeared to be related to children's socialisation skills (r = .62). Literacy instruction using ABRA is associated with improvement in reading accuracy for children with ASD when administered in small groups within a school setting. Children with ASD may require additional supports to make gains in reading comprehension when literacy instruction using ABRA is delivered in groups.
Publisher: Wiley
Date: 21-11-2022
DOI: 10.1111/BJEP.12558
Abstract: COVID-19 has resulted in some educators and allied health practitioners transitioning to online delivery of literacy instruction. As far as we are aware, no studies have investigated online delivery of comprehensive literacy instruction for children with Down syndrome. In this pilot study, we explore the efficacy of online delivery of ABRACADABRA (a free literacy web application) for children with Down syndrome, alongside supplementary parent-led shared book reading, during the COVID-19 pandemic. Six children with Down syndrome, aged 8-12 years, participated in this within-participants design study. Participants acted as their own controls with outcome variables measured at three timepoints: baseline, pre-instruction and post-instruction. Children participated in 16-18 hrs of one-to-one literacy instruction online over a 6-week instruction phase, along with twice weekly parent-led shared book reading activities. Outcomes from standardized assessments revealed statistically significant improvements in word- and passage-level reading accuracy skills over the instruction phase (pre-instruction to post-instruction) compared with the no-instruction control phase (baseline to pre-instruction). Improvements in reading comprehension skills were inconsistent across assessment measures and statistical analyses. Children with Down syndrome can benefit from comprehensive literacy instruction delivered via telepractice. Our study provides critical initial evidence of successful service delivery during a global pandemic and beyond.
Publisher: SAGE Publications
Date: 07-07-2021
DOI: 10.1177/13623613211025422
Abstract: Much of what is known about autism and literacy instruction is derived from studies including monolingual English-speaking children. Yet, less than one-fifth of the world’s population are English speakers. This review examines the research on literacy instruction for children with autism learning to read and write in languages other than English. A systematic search of the literature identified potentially relevant publications, a relatively small number of these met inclusion criteria. The included studies investigated instruction methods targeted at word reading and spelling, reading comprehension, and written expression for autistic children learning to use alphabetic, syllabary or logosyllabary writing systems. Autistic children benefitted from literacy instruction methods designed for typically developing children. However, some studies showed that additional skills and supports may be required. The included studies also highlight some potential differences in effective instruction practices used when working with autistic children learning alphabetic, syllabary and logosyllabary writing systems. Studies tended to include small s les. We hope this review will bring increased awareness and research efforts in the area of autism and global literacy. Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world’s languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small s les of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy.
Publisher: Informa UK Limited
Date: 20-04-2023
DOI: 10.1080/17483107.2022.2063423
Abstract: Virtual reality (VR) lends itself to communication rehabilitation by creating safe, replicable, and authentic simulated environments in which users learn and practice communication skills. The aim of this research was to obtain the views of health professionals and technology specialists on the design characteristics and usability of a prototype VR application for communication rehabilitation. Nine professionals from different health and technology disciplines participated in an online focus group or in idual online interview to evaluate the application and use of the VR prototype. Data sources were analysed using a content thematic analysis. Four main themes relating to VR design and implementation in rehabilitation were identified: (i) designing rehabilitation-focused virtual worlds (ii) understanding and using VR hardware (iii) making room for VR in rehabilitation and training and (iv) implementing VR will not replace the health professional's role. Health professionals and technology specialists engaged in co-design while evaluating the VR prototype. They identified software features requiring careful consideration to ensure improved usability, client safety, and success in communication rehabilitation outcomes. Continuing inclusive co-design, engaging health professionals, clients with communication disability, and their families will be essential to creating useable VR applications and integrating these successfully into rehabilitation. Implications for rehabilitationHealth and technology professionals, along with clients, are integral to the co-design of new VR technology applications.Design of VR applications needs to consider the client's communication, physical, cognitive, sensory, psychosocial, and emotional needs for greater usability of these programs.Realism and authenticity of interactions, characters, and environments are considered important factors to allow users to be fully immersed in virtual simulations to enhance rehabilitation.
No related grants have been discovered for Benjamin Bailey.