ABSTRACT
As I read the Damico et al. chapter, I focused on the five important principles that guided the authors’ constructivist approach to implementing transactional sociopsycholinguistic instruction (Goodman, 1994) to teach literacy to young children with autism spectrum disorders. Their findings were strong evidence that this approach resulted in significant development in language, play, and socialization. I decided to extend their chapter by communicating how I used this same approach using the five principles with a much younger child, which also generated very positive results in increasing motivation, engagement, and language and literacy development.
