A survey on professionals’ beliefs and practices related to emergent literacy skills in children with autism spectrum disorder

Professionals and educator’s beliefs and existing practices for children with autism spectrum disorder and families in the Indian context are less known. Hence, there is a need to review the current emergent literacy practices followed by healthcare professionals for children with autism spectrum disorder. The present study aimed to investigate the beliefs and practices among healthcare professionals for emergent literacy instruction in children with autism spectrum disorder in the Indian context. A total of 195 qualified healthcare professionals with a minimum experience of 3 years of literacy instruction to children with autism spectrum disorder, participated in a web-based survey. Many participants possessed accurate beliefs on emergent literacy concepts of children with autism spectrum disorder and followed evidence-based emergent literacy approaches in literacy instruction to children with autism spectrum disorder. Most healthcare professionals (78.5%) reported that shared book reading, phonological awareness intervention, and a literacy-rich environment are beneficial for acquiring emergent literacy skills in children with autism spectrum disorder. Healthcare professionals stated various effective emergent literacy interventions, several challenges in early literacy development, and the need for professional development programmes to assist literacy teaching to children with autism spectrum disorder. The results of the study confirmed the need to implement embedded-explicit emergent literacy intervention, which aligns with contemporary research. It further highlights the need for professional development programmes, research and evidence-based practices, an interdisciplinary approach, teaching resources and materials, parental awareness, and support programmes to assist literacy instruction in children with autism spectrum disorder. Trial registration:Clinical Trials Registry India identifier: CTRI/2020/11/029417.