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Auteur Kasey MICHEL |
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Here's the story: Narrative ability and executive function in autism spectrum disorder / Gabriella GRECO in Research in Autism Spectrum Disorders, 101 (March 2023)
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Titre : Here's the story: Narrative ability and executive function in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gabriella GRECO, Auteur ; Boin CHOI, Auteur ; Kasey MICHEL, Auteur ; Susan FAJA, Auteur Article en page(s) : 102092 Langues : Anglais (eng) Mots-clés : Narrative Pragmatics Executive function Inhibition Working Memory Autism Index. décimale : PER Périodiques Résumé : Background Difficulties with narrative have been reported in individuals diagnosed with autism spectrum disorder (ASD), but the role of executive function on narrative ability has not been examined in ASD. In this study, we aimed to (1) examine whether narrative abilities of ASD children differed from neurotypical (NT) children who did not differ in age, sex, and IQ; and (2) investigate relations between executive function and narrative ability in ASD children. Method Narratives were elicited from 64 ASD children and 26 NT children using a wordless picture book and coded to derive several aspects of narrative ability such as propositions, evaluative devices, and self-repairs. Executive functions (specifically, inhibition and working memory) were measured using both experimenter-administered assessment and parent-report measures. Results Compared to NT children, ASD children produced fewer propositions but did not differ in their use of evaluative devices and self-repairs during narrative production. Greater inhibitory challenges related to more self-repairs involving repetition of story elements, whereas working memory did not relate to any of the measures of narrative ability among ASD children. Conclusions This study revealed that narratives by verbally fluent ASD children were shorter and less complex than those by NT children but did not differ in the specific features of narratives. Furthermore, although ASD children did not make more self-repairs than NT children, difficulty with inhibition was related to more self-repairs, indicating more dysfluent narrative production in ASD children, which has implications for intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.102092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102092[article] Here's the story: Narrative ability and executive function in autism spectrum disorder [Texte imprimé et/ou numérique] / Gabriella GRECO, Auteur ; Boin CHOI, Auteur ; Kasey MICHEL, Auteur ; Susan FAJA, Auteur . - 102092.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102092
Mots-clés : Narrative Pragmatics Executive function Inhibition Working Memory Autism Index. décimale : PER Périodiques Résumé : Background Difficulties with narrative have been reported in individuals diagnosed with autism spectrum disorder (ASD), but the role of executive function on narrative ability has not been examined in ASD. In this study, we aimed to (1) examine whether narrative abilities of ASD children differed from neurotypical (NT) children who did not differ in age, sex, and IQ; and (2) investigate relations between executive function and narrative ability in ASD children. Method Narratives were elicited from 64 ASD children and 26 NT children using a wordless picture book and coded to derive several aspects of narrative ability such as propositions, evaluative devices, and self-repairs. Executive functions (specifically, inhibition and working memory) were measured using both experimenter-administered assessment and parent-report measures. Results Compared to NT children, ASD children produced fewer propositions but did not differ in their use of evaluative devices and self-repairs during narrative production. Greater inhibitory challenges related to more self-repairs involving repetition of story elements, whereas working memory did not relate to any of the measures of narrative ability among ASD children. Conclusions This study revealed that narratives by verbally fluent ASD children were shorter and less complex than those by NT children but did not differ in the specific features of narratives. Furthermore, although ASD children did not make more self-repairs than NT children, difficulty with inhibition was related to more self-repairs, indicating more dysfluent narrative production in ASD children, which has implications for intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.102092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492