The Effects of an Oral Narrative Intervention on the Fictional Narratives of Children with Autism Spectrum Disorder and Language Disorder

2021 ◽  
Author(s):  
Kate Favot ◽  
Mark Carter ◽  
Jennifer Stephenson
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Oral Narrative ◽  
Fictional Narratives ◽  
Narrative Intervention

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.

Narrative Intervention for Children With Autism Spectrum Disorder (ASD)

2015 ◽  
Vol 58 (3) ◽  
pp. 920-933 ◽  
Author(s):  
Sandra Laing Gillam ◽  
Daphne Hartzheim ◽  
Breanna Studenka ◽  
Vicki Simonsmeier ◽  
Ronald Gillam
Keyword(s):  
Autism Spectrum Disorder ◽  
Mental State ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Data ◽  
Story Structure ◽  
Narrative Intervention ◽  
Causal Language

Purpose This study was conducted to determine whether a narrative intervention program that targeted the use of mental state and causal language resulted in positive gains in narrative production for children with autism spectrum disorder (ASD). Method Five children (2 girls and 3 boys) who had been diagnosed with ASD participated in the study. Children ranged in age from 8 to 12 years and were recruited through an autism clinic. Intervention was provided for two 50-min individual sessions per week for a total of 21–33 sessions (depending on the student). Children's spontaneous stories, collected weekly, were analyzed for overall story complexity, story structure, and the use of mental state and causal language. Following a multiple-baseline across-participants design, data were collected for lagged baseline and intervention phases over a 6-month period. Results All of the children made gains on all 3 measures of narration after participating in the instruction, with clear changes in level for all 5 children and changes in trend for 4 of the 5 children. The gains were maintained after intervention was discontinued. Conclusion The results demonstrate the efficacy of the 3-phase narrative instruction program for improving the fictional narration abilities of children with ASD.

Remote Microphone System Use in Preschool Children With Autism Spectrum Disorder and Language Disorder in the Classroom: A Pilot Efficacy Study

2020 ◽  
pp. 1-13
Author(s):  
Mary Alice Keller ◽  
Anne Marie Tharpe ◽  
James Bodfish
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Pilot Study ◽  
Language Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Children With Asd ◽  
Data Points

Purpose The present pilot study aimed to provide estimates of the feasibility and efficacy of a remote microphone (RM) system as an augmentative intervention to improve the functional listening performance of preschool children with autism spectrum disorder (ASD) and language disorder. Method Eight children with ASD and language disorder participated. Efficacy of the RM system was determined by evaluating participants' functional listening performance, as measured by an observational measure in RM-off and RM-on conditions. Responses were evaluated at the individual level using an alternating conditions design. Results Adequate feasibility was demonstrated as all participants were able to complete tasks in the RM-on condition. A subset of participants showed significant improvements in their functional listening performance in the RM-on condition, as demonstrated by visual inspection and effect sizes (nonoverlapping data points and percentage of data points exceeding the mean), indicating that there may be important sources of individual differences in responses to RM use in children with ASD. Conclusion The results of this pilot study provide support for future research on RM systems to target functional listening performance in children with ASD and language disorder.

scholarly journals Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

2020 ◽  
Vol 10 (8) ◽  
pp. 510 ◽  
Author(s):  
Jessica Barsotti ◽  
Gloria Mangani ◽  
Roberta Nencioli ◽  
Lucia Pfanner ◽  
Raffaella Tancredi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Language Disorder ◽  
Negative Impact ◽  
Language Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age ◽  
Secondary Symptom

Language deficits represent one of the most relevant factors that determine the clinical phenotype of children with autism spectrum disorder (ASD). The main aim of the research was to study the grammatical comprehension of children with ASD. A sample of 70 well-diagnosed children (60 boys and 10 girls; aged 4.9–8 years) were prospectively recruited. The results showed that language comprehension is the most impaired language domain in ASD. These findings have important clinical implications, since the persistence of grammatical receptive deficits may have a negative impact on social, adaptive and learning achievements. As for the grammatical profiles, persistent difficulties were found during the school-age years in morphological and syntactic decoding in children with relatively preserved cognitive and expressive language skills. These data and the lack of a statistically significant correlation between the severity of ASD symptoms and language skills are in line with the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) perspective that considers the socio-communication disorder as a nuclear feature of ASD and the language disorder as a specifier of the diagnosis and not as a secondary symptom anymore. The presence of receptive difficulties in school-age ASD children with relatively preserved non-verbal cognitive abilities provides important hints to establish rehabilitative treatments.

scholarly journals Autism, Attachment and Parenting: A Comparison of Children with Autism Spectrum Disorder, Mental Retardation, Language Disorder, and Non-clinical Children

2007 ◽  
Vol 35 (5) ◽  
pp. 859-870 ◽  
Author(s):  
Anna H. Rutgers ◽  
Marinus H. van IJzendoorn ◽  
Marian J. Bakermans-Kranenburg ◽  
Sophie H. N. Swinkels ◽  
Emma van Daalen ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Mental Retardation ◽  
Language Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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