The Effects of Oral Narrative Intervention on the Personal Narratives of Children with ASD and Severe Language Disorder

2019 ◽  
Author(s):  
Kate Favot ◽  
Mark Carter ◽  
Jennifer Stephenson
Keyword(s):  
Language Disorder ◽  
Personal Narratives ◽  
Oral Narrative ◽  
Children With Asd ◽  
Narrative Intervention

Narrative group intervention in DLD: Learning to tell the plot

2020 ◽  
Vol 36 (3) ◽  
pp. 181-193
Author(s):  
Lonneke Janssen ◽  
Annette Scheper ◽  
Martina De Groot ◽  
Katja Daamen ◽  
Margot Willemsen ◽  
...  
Keyword(s):  
Group Intervention ◽  
Language Disorder ◽  
Oral Narrative ◽  
Story Grammar ◽  
Generation Task ◽  
Narrative Generation ◽  
Alternative Intervention ◽  
Narrative Intervention ◽  
Narrative Ability ◽  
Mean Length Of Utterance

The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) ( n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative microstructure and narrative macrostructure were analysed. A debating intervention was included as a control condition ( n = 6). It was found that, after 10 weeks of narrative intervention, children significantly ( p < .05) improved their storytelling abilities at a microstructural level: mean length of utterance; grammaticality; fluency; and complexity, as well as at a macrostructural level: the number of story grammar elements. The alternative intervention only yielded significant results on the number of story grammar elements, not on any microstructural skills. The narrative intervention is effective in targeting and improving both narrative micro- and macrostructure and is easily applicable in classrooms with DLD children.

Differential Diagnosis of Autism Spectrum Disorder Versus Language Disorder in Children Ages 2 to 5 Years: Contributions of Parent-Reported Development and Behavior

2019 ◽  
Vol 58 (11-12) ◽  
pp. 1232-1238
Author(s):  
Annette E. Richard ◽  
Elise K. Hodges ◽  
Martha D. Carlson
Keyword(s):  
Autism Spectrum Disorder ◽  
Differential Diagnosis ◽  
Language Disorder ◽  
Social Withdrawal ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Problems ◽  
Self Help ◽  
Children With Asd ◽  
And Behavior

Early diagnosis of autism spectrum disorder (ASD) has focused on differentiating children with ASD from neurotypical children. However, many children presenting with concern for ASD are ultimately diagnosed with language disorder (LD). This study aimed to identify differences in parent-rated development and behavior among children ages 2 to 5 years presenting with concern for ASD who were diagnosed with either ASD or LD. Children with ASD were rated as more socially withdrawn and more delayed in social development and self-help skills than those with LD. Parent-rated developmental delays were positively correlated with scores on an autism screening measure and with social withdrawal and pervasive developmental problems among children with ASD. Among those with LD, parent-rated social and self-help development were positively correlated with social withdrawal and attention problems. Thus, parent ratings of social withdrawal and development of social and self-help skills may facilitate differential diagnosis of ASD and LD in children ages 2 to 5 years.

scholarly journals How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

2020 ◽  
Vol 10 (4) ◽  
pp. 231
Author(s):  
Allison Gladfelter ◽  
Kacy L. Barron
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Style ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Local Processing ◽  
Semantic Features ◽  
Developmental Language Disorder ◽  
Children With Asd ◽  
Global And Local

A local processing bias, often considered a cognitive style unique to autism spectrum disorder (ASD), may influence the types of semantic features acquired by children with ASD and could contribute to weaknesses in word learning. Children with developmental language disorder (DLD) also struggle to learn semantic aspects of words, but this cognitive style has not been ascribed to children with DLD. The purpose of this study was to explore whether global–local processing differences influence the type of semantic features children with ASD, DLD, and their neurotypical peers learn to produce when learning new words. Novel word definitions produced by 36 school-aged children (12 with ASD, 12 with DLD, and 12 with typical language) who participated in an extended word-learning paradigm were used to extract newly learned semantic features. These semantic features were then coded for global and local attributes and analyzed to detect whether there were differences between groups. Results indicated that the children with ASD and DLD produced more global, rather than local, semantic features in their definitions than the children with typical language. An over-reliance on global, rather than local, features in children with ASD and DLD may reflect deficits in depth of word knowledge.

Brief Report: A Pilot Study Into the Efficacy of a Brief Intervention to Teach Original Fictional Narratives to a Child With ASD and Language Disorder

2019 ◽  
Vol 43 (2) ◽  
pp. 102-108
Author(s):  
Kate Favot ◽  
Mark Carter ◽  
Jennifer Stephenson
Keyword(s):  
Autism Spectrum Disorder ◽  
Brief Intervention ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Typically Developing ◽  
Fictional Narratives ◽  
Narrative Intervention ◽  
Intervention Procedure

AbstractThe ability to generate narratives is important for literacy development. Children with autism spectrum disorder (ASD) have been found to generate less complex narratives than typically developing peers. This pilot AB study was designed to investigate the efficacy of a brief intervention procedure to develop the macrostructure of original fictional narratives based on a realistic scenario in one child, aged 9 years 8 months, with autism spectrum disorder and language disorder. The intervention targeted the characters, setting, problem, feelings, and fix of fictional narrative. Intervention involved the use of macrostructure icons, pictures to support the generation of narratives, clinician modelling, and the participant telling the entire narrative each session. The participant received 12 training sessions of 4–6 minutes each and the intervention was effective. Areas for future research include implementation of a stronger research design and investigation of generalisation to fantasy-based fictional narratives.

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