Assessing 'coherence' in the spoken narrative accounts of autistic people: A systematic scoping review / Anna HARVEY in Research in Autism Spectrum Disorders, 102 (April 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 102 (April 2023) . - p.102108 Titre : Assessing 'coherence' in the spoken narrative accounts of autistic people: A systematic scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Anna HARVEY, Auteur ; Helen SPICER-CAIN, Auteur ; Nicola BOTTING, Auteur ; Gemma RYAN, Auteur ; Lucy HENRY, Auteur Article en page(s) : p.102108 Langues : Anglais (eng) Mots-clés : Autism  Narrative  Coherence  Macrostructure  Story grammar Index. décimale : PER Périodiques Résumé : Background The ability to produce a well-structured, coherent narrative account is essential for successful everyday communication. Research suggests that autistic people may find this challenging, and that narrative assessment can reveal pragmatic difficulties in this population that are missed on sentence-level tasks. Previous studies have used different methodologies to assess spoken narrative skills in autism. This review systematically examined these approaches and considered their utility for assessing narrative coherence. Method Keyword database searches were conducted, with records screened by two independent reviewers. Eligible studies (n = 59) included specified frameworks for evaluating structure/coherence in spoken narrative accounts by autistic participants of any age. Studies were categorised according to the type of narrative scoring scheme used, and strengths and limitations were considered. Results Over 80% of included articles reported observational cross-sectional studies, with participants generally matched on age and cognitive ability with non-autistic comparison groups. The most common approaches involved coding key elements of narrative structure ('story grammar') or scoring the inclusion of pre-determined 'main events'. Alternative frameworks included 'holistic' rating scales and subjective quality judgements by listeners. Some studies focused specifically on 'coherence', measuring diverse aspects such as causal connectedness and incongruence. Scoring criteria varied for each type of framework. Conclusions Findings indicated that solely assessing story structure ignores important features contributing to the coherence of spoken narrative accounts. Recommendations are that future research consider the following elements: (1) context, (2) chronology, (3) causality, (4) congruence, (5) characters (cognition/emotion), and (6) cohesion; and scoring methods should include rating scales to obtain sufficiently detailed information about narrative quality. En ligne : https://doi.org/10.1016/j.rasd.2023.102108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Assessing 'coherence' in the spoken narrative accounts of autistic people: A systematic scoping review [Texte imprimé et/ou numérique] / Anna HARVEY, Auteur ; Helen SPICER-CAIN, Auteur ; Nicola BOTTING, Auteur ; Gemma RYAN, Auteur ; Lucy HENRY, Auteur . - p.102108. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 102 (April 2023) . - p.102108 Mots-clés : Autism  Narrative  Coherence  Macrostructure  Story grammar Index. décimale : PER Périodiques Résumé : Background The ability to produce a well-structured, coherent narrative account is essential for successful everyday communication. Research suggests that autistic people may find this challenging, and that narrative assessment can reveal pragmatic difficulties in this population that are missed on sentence-level tasks. Previous studies have used different methodologies to assess spoken narrative skills in autism. This review systematically examined these approaches and considered their utility for assessing narrative coherence. Method Keyword database searches were conducted, with records screened by two independent reviewers. Eligible studies (n = 59) included specified frameworks for evaluating structure/coherence in spoken narrative accounts by autistic participants of any age. Studies were categorised according to the type of narrative scoring scheme used, and strengths and limitations were considered. Results Over 80% of included articles reported observational cross-sectional studies, with participants generally matched on age and cognitive ability with non-autistic comparison groups. The most common approaches involved coding key elements of narrative structure ('story grammar') or scoring the inclusion of pre-determined 'main events'. Alternative frameworks included 'holistic' rating scales and subjective quality judgements by listeners. Some studies focused specifically on 'coherence', measuring diverse aspects such as causal connectedness and incongruence. Scoring criteria varied for each type of framework. Conclusions Findings indicated that solely assessing story structure ignores important features contributing to the coherence of spoken narrative accounts. Recommendations are that future research consider the following elements: (1) context, (2) chronology, (3) causality, (4) congruence, (5) characters (cognition/emotion), and (6) cohesion; and scoring methods should include rating scales to obtain sufficiently detailed information about narrative quality. En ligne : https://doi.org/10.1016/j.rasd.2023.102108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Narrative abilities of autistic and non-autistic adolescents: The role of mentalising and executive function / Anna HARVEY ; Helen SPICER-CAIN ; Nicola BOTTING ; Lucy HENRY in Autism Research, 18-1 (January 2025)  

Public ISBD [article]  inAutism Research > 18-1 (January 2025) . - p.152-165 Titre : Narrative abilities of autistic and non-autistic adolescents: The role of mentalising and executive function : Autism Research Type de document : Texte imprimé et/ou numérique Auteurs : Anna HARVEY, Auteur ; Helen SPICER-CAIN, Auteur ; Nicola BOTTING, Auteur ; Lucy HENRY, Auteur Article en page(s) : p.152-165 Langues : Anglais (eng) Mots-clés : adolescents  executive functioning  language  social cognition & Theory of Mind Index. décimale : PER Périodiques Résumé : Abstract Spoken narrative skills are important for adolescents in their everyday lives. Previous research suggests that producing well-structured and coherent narratives may be challenging for autistic young people. Mentalising, also known as ?advanced Theory of Mind? (ToM) and ?Executive Function? (EF) are two cognitive abilities frequently explored in relation to autism, both of which may be implicated in narrative ability. The present study investigated these relationships in a group of autistic adolescents (N?=?44) aged 11?15?years and a comparable non-autistic group (N?=?54) that did not significantly differ on age, sex, nonverbal cognitive ability, or receptive/expressive language skills. Participants were assessed on a video-based spoken narrative task, scored for both overall structure (?story grammar?) and narrative coherence. A battery of tasks measuring mentalising and EF (working memory, inhibition, shifting, generativity) was also administered. Relationships between scores on cognitive measures and narrative performance were investigated using hierarchical linear regression analyses. Mentalising scores were found to significantly predict narrative performance across all outcome measures and were a stronger predictor than diagnostic group. Diagnostic group predicted narrative structure (?story grammar?) scores but not coherence scores. EF scores were not predictive of narrative ability in this sample. Mentalising skills appear to play an important role for both autistic and non-autistic adolescents in the generation of narrative structure and coherence within spoken accounts. En ligne : https://doi.org/10.1002/aur.3272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Narrative abilities of autistic and non-autistic adolescents: The role of mentalising and executive function : Autism Research [Texte imprimé et/ou numérique] / Anna HARVEY, Auteur ; Helen SPICER-CAIN, Auteur ; Nicola BOTTING, Auteur ; Lucy HENRY, Auteur . - p.152-165. Langues : Anglais (eng) in Autism Research > 18-1 (January 2025) . - p.152-165 Mots-clés : adolescents  executive functioning  language  social cognition & Theory of Mind Index. décimale : PER Périodiques Résumé : Abstract Spoken narrative skills are important for adolescents in their everyday lives. Previous research suggests that producing well-structured and coherent narratives may be challenging for autistic young people. Mentalising, also known as ?advanced Theory of Mind? (ToM) and ?Executive Function? (EF) are two cognitive abilities frequently explored in relation to autism, both of which may be implicated in narrative ability. The present study investigated these relationships in a group of autistic adolescents (N?=?44) aged 11?15?years and a comparable non-autistic group (N?=?54) that did not significantly differ on age, sex, nonverbal cognitive ability, or receptive/expressive language skills. Participants were assessed on a video-based spoken narrative task, scored for both overall structure (?story grammar?) and narrative coherence. A battery of tasks measuring mentalising and EF (working memory, inhibition, shifting, generativity) was also administered. Relationships between scores on cognitive measures and narrative performance were investigated using hierarchical linear regression analyses. Mentalising scores were found to significantly predict narrative performance across all outcome measures and were a stronger predictor than diagnostic group. Diagnostic group predicted narrative structure (?story grammar?) scores but not coherence scores. EF scores were not predictive of narrative ability in this sample. Mentalising skills appear to play an important role for both autistic and non-autistic adolescents in the generation of narrative structure and coherence within spoken accounts. En ligne : https://doi.org/10.1002/aur.3272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

The importance and challenges of improving early identification of language abilities: a commentary on Gasparini et al. (2023) / Nicola BOTTING in Journal of Child Psychology and Psychiatry, 64-8 (August 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1253-1255 Titre : The importance and challenges of improving early identification of language abilities: a commentary on Gasparini et al. (2023) Type de document : Texte imprimé et/ou numérique Auteurs : Nicola BOTTING, Auteur ; Helen SPICER-CAIN, Auteur Article en page(s) : p.1253-1255 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Finding early predictors of later language skills and difficulties is fraught with challenges because of the wide developmental variation in language. Gasparini et al. (Journal of Child Psychology and Psychiatry, 2023) aimed to address this issue by applying machine learning methods to parent reports taken from a large longitudinal database (Early Language in Victoria Study). Using this approach, they identify two short, straightforward item sets, taken at 24 and 36 months, that can adequately predict language difficulties when children are 11 years of age. Their work represents an exciting step towards earlier recognition and support for children with Developmental Language Disorder. This commentary highlights the advantages and challenges of identifying early predictors of language in this way, and discusses future directions that can build on this important contribution. En ligne : https://doi.org/10.1111/jcpp.13810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] The importance and challenges of improving early identification of language abilities: a commentary on Gasparini et al. (2023) [Texte imprimé et/ou numérique] / Nicola BOTTING, Auteur ; Helen SPICER-CAIN, Auteur . - p.1253-1255. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1253-1255 Index. décimale : PER Périodiques Résumé : Finding early predictors of later language skills and difficulties is fraught with challenges because of the wide developmental variation in language. Gasparini et al. (Journal of Child Psychology and Psychiatry, 2023) aimed to address this issue by applying machine learning methods to parent reports taken from a large longitudinal database (Early Language in Victoria Study). Using this approach, they identify two short, straightforward item sets, taken at 24 and 36 months, that can adequately predict language difficulties when children are 11 years of age. Their work represents an exciting step towards earlier recognition and support for children with Developmental Language Disorder. This commentary highlights the advantages and challenges of identifying early predictors of language in this way, and discusses future directions that can build on this important contribution. En ligne : https://doi.org/10.1111/jcpp.13810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

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