Assessment of personal narrative writing in children with and without Autism Spectrum Disorder / Elizabeth HILVERT in Research in Autism Spectrum Disorders, 69 (January 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 69 (January 2020) . - p.101453 Titre : Assessment of personal narrative writing in children with and without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur Article en page(s) : p.101453 Langues : Anglais (eng) Mots-clés : Writing  Personal narrative  Autism Spectrum Disorder  Theory of mind Index. décimale : PER Périodiques Résumé : Background Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. Method This study included 22 children with ASD and 22?NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. Results The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. Conclusions Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions. En ligne : https://doi.org/10.1016/j.rasd.2019.101453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] Assessment of personal narrative writing in children with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur . - p.101453. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101453 Mots-clés : Writing  Personal narrative  Autism Spectrum Disorder  Theory of mind Index. décimale : PER Périodiques Résumé : Background Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. Method This study included 22 children with ASD and 22?NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. Results The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. Conclusions Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions. En ligne : https://doi.org/10.1016/j.rasd.2019.101453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

Examination of script and non-script based narrative retellings in children with autism spectrum disorders / Elizabeth HILVERT in Research in Autism Spectrum Disorders, 29-30 (September–October 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 29-30 (September–October 2016) . - p.79-92 Titre : Examination of script and non-script based narrative retellings in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur Article en page(s) : p.79-92 Langues : Anglais (eng) Mots-clés : Narrative  Autism spectrum disorders  Scripts  Theory of mind  Event schema Index. décimale : PER Périodiques Résumé : AbstractBackground Narrative production is challenging for children with Autism Spectrum Disorders (ASD), particularly in terms of creating coherent and cohesive stories. However, differences between the narratives of children with and without ASD may be attenuated when cognitive and linguistic demands are reduced. Therefore, the present study examined whether incorporating a script-framework, that structures the story around common events, reduced children's difficulties with narratives. Method This study compared the narrative abilities of children with ASD (N = 19) and neurotypical (NT; N = 26) children on a script-based and a non-script based retelling task. Narratives were coded for microstructure, macrostructure, and type of script-based story events (script, non-script). The relation between narrative and theory of mind (ToM) was also assessed. Results In comparison to their NT peers, children with ASD exhibited lower narrative production in terms of microstructure and macrostructure on both script and non-script based stories. In general, the narratives by children with ASD were less cohesive and coherent than the NT group. ToM ability and FSIQ predicted narrative coherence and cohesion in children with ASD. Moreover, examination of the script-based story revealed that children with ASD included the same number of script details as the NT children, but were less likely to include non-script details. Conclusions These findings provide evidence that narrative impairments may be present across narrative type, and that ToM ability in particular, predicts these difficulties in children with ASD. These findings have implications for common event understanding and highlight the need for early narrative intervention for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Examination of script and non-script based narrative retellings in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur . - p.79-92. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 29-30 (September–October 2016) . - p.79-92 Mots-clés : Narrative  Autism spectrum disorders  Scripts  Theory of mind  Event schema Index. décimale : PER Périodiques Résumé : AbstractBackground Narrative production is challenging for children with Autism Spectrum Disorders (ASD), particularly in terms of creating coherent and cohesive stories. However, differences between the narratives of children with and without ASD may be attenuated when cognitive and linguistic demands are reduced. Therefore, the present study examined whether incorporating a script-framework, that structures the story around common events, reduced children's difficulties with narratives. Method This study compared the narrative abilities of children with ASD (N = 19) and neurotypical (NT; N = 26) children on a script-based and a non-script based retelling task. Narratives were coded for microstructure, macrostructure, and type of script-based story events (script, non-script). The relation between narrative and theory of mind (ToM) was also assessed. Results In comparison to their NT peers, children with ASD exhibited lower narrative production in terms of microstructure and macrostructure on both script and non-script based stories. In general, the narratives by children with ASD were less cohesive and coherent than the NT group. ToM ability and FSIQ predicted narrative coherence and cohesion in children with ASD. Moreover, examination of the script-based story revealed that children with ASD included the same number of script details as the NT children, but were less likely to include non-script details. Conclusions These findings provide evidence that narrative impairments may be present across narrative type, and that ToM ability in particular, predicts these difficulties in children with ASD. These findings have implications for common event understanding and highlight the need for early narrative intervention for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons / Elizabeth HILVERT in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  fragile X syndrome  expressive language  language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons [Texte imprimé et/ou numérique] / Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Autism spectrum disorder  fragile X syndrome  expressive language  language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

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