21 recherche sur le mot-clé 'Narrative'

Narrative Performance of Optimal Outcome Children and Adolescents with a History of an Autism Spectrum Disorder (ASD) / Joyce SUH in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1681-1694 Titre : Narrative Performance of Optimal Outcome Children and Adolescents with a History of an Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Joyce SUH, Auteur ; Inge-Marie EIGSTI, Auteur ; Letitia NAIGLES, Auteur ; Marianne L. BARTON, Auteur ; Elizabeth KELLEY, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.1681-1694 Langues : Anglais (eng) Mots-clés : Autism  Outcome  Optimal  Narrative  Language  Pragmatics  Dysfluency Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASDs) have traditionally been considered a lifelong condition; however, a subset of people makes such significant improvements that they no longer meet diagnostic criteria for an ASD. The current study examines whether these “optimal outcome” (OO) children and adolescents continue to have subtle pragmatic language deficits. The narratives of 15 OO individuals, 15 high-functioning individuals with an ASD (HFA), and 15 typically developing (TD) peers were evaluated. Despite average cognitive functioning, the ASD group produced narratives with fewer central “gist” descriptions, more ambiguous pronominal referents, idiosyncratic language, speech dysfluency (more repetitions and self-corrections), and were less likely to name story characters. The OO participants displayed only very subtle pragmatic and higher-level language deficits (idiosyncratic language and self-correction dysfluency). En ligne : http://dx.doi.org/10.1007/s10803-014-2042-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Narrative Performance of Optimal Outcome Children and Adolescents with a History of an Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Joyce SUH, Auteur ; Inge-Marie EIGSTI, Auteur ; Letitia NAIGLES, Auteur ; Marianne L. BARTON, Auteur ; Elizabeth KELLEY, Auteur ; Deborah A. FEIN, Auteur . - p.1681-1694. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1681-1694 Mots-clés : Autism  Outcome  Optimal  Narrative  Language  Pragmatics  Dysfluency Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders (ASDs) have traditionally been considered a lifelong condition; however, a subset of people makes such significant improvements that they no longer meet diagnostic criteria for an ASD. The current study examines whether these “optimal outcome” (OO) children and adolescents continue to have subtle pragmatic language deficits. The narratives of 15 OO individuals, 15 high-functioning individuals with an ASD (HFA), and 15 typically developing (TD) peers were evaluated. Despite average cognitive functioning, the ASD group produced narratives with fewer central “gist” descriptions, more ambiguous pronominal referents, idiosyncratic language, speech dysfluency (more repetitions and self-corrections), and were less likely to name story characters. The OO participants displayed only very subtle pragmatic and higher-level language deficits (idiosyncratic language and self-correction dysfluency). En ligne : http://dx.doi.org/10.1007/s10803-014-2042-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

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

“Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production” / Inmaculada BAIXAULI FORTEA in Research in Autism Spectrum Disorders, 50 (June 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 50 (June 2018) . - p.22-31 Titre : “Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production” Type de document : Texte imprimé et/ou numérique Auteurs : Inmaculada BAIXAULI FORTEA, Auteur ; Carmen BERENGUER FORNER, Auteur ; Carla COLOMER, Auteur ; Ana Miranda CASAS, Auteur ; Belén Roselló MIRANDA, Auteur Année de publication : 2018 Article en page(s) : p.22-31 Langues : Anglais (eng) Mots-clés : Communication  Pragmatics  Narrative  Attention Deficit Hyperactivity Disorder  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Background Communicative skills are one of the main deficits experienced by children with Autism Spectrum Disorder (ASD). The differential diagnosis is a complex issue that clinicians often face. For this reason, this study has two objectives: 1) to analyze the similarities and differences that children with Attention Deficit Hyperactivity Disorder (ADHD) and children with ASD present in their linguistic and communicative skills, through parent? perceptions and narrative production; 2) to identify the relative importance of the skills analyzed in discriminating children with ASD versus children with ADHD, as well as the classification power of each of the two measurement methods used. Method Participants were 37 children with typical development (TD), 52 with ASD, and 35 with ADHD. Their communicative competence was assessed through The Children's Communication Checklist Second Edition (CCC-2) (Bishop, 2003) and a narrative task. Results The results of the family ratings indicated that the difficulties were not as severe in ADHD as in ASD, where the deficit was much more pronounced in the interpretation of the context, non-verbal communication, and stereotyped language. On the narrative task, both groups displayed difficulties on expressing relevant information and inferential comprehension, and they differed on erroneous interpretations, with the children with ASD presenting worse performance. These variables showed a greater capacity to classify participants in the diagnostic categories studied. Conclusions These findings have direct clinical implications for optimizing the assessment process, making it possible to identify which specific language aspects can best differentiate between groups. En ligne : https://doi.org/10.1016/j.rasd.2018.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=356 [article] “Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production” [Texte imprimé et/ou numérique] / Inmaculada BAIXAULI FORTEA, Auteur ; Carmen BERENGUER FORNER, Auteur ; Carla COLOMER, Auteur ; Ana Miranda CASAS, Auteur ; Belén Roselló MIRANDA, Auteur . - 2018 . - p.22-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 50 (June 2018) . - p.22-31 Mots-clés : Communication  Pragmatics  Narrative  Attention Deficit Hyperactivity Disorder  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Background Communicative skills are one of the main deficits experienced by children with Autism Spectrum Disorder (ASD). The differential diagnosis is a complex issue that clinicians often face. For this reason, this study has two objectives: 1) to analyze the similarities and differences that children with Attention Deficit Hyperactivity Disorder (ADHD) and children with ASD present in their linguistic and communicative skills, through parent? perceptions and narrative production; 2) to identify the relative importance of the skills analyzed in discriminating children with ASD versus children with ADHD, as well as the classification power of each of the two measurement methods used. Method Participants were 37 children with typical development (TD), 52 with ASD, and 35 with ADHD. Their communicative competence was assessed through The Children's Communication Checklist Second Edition (CCC-2) (Bishop, 2003) and a narrative task. Results The results of the family ratings indicated that the difficulties were not as severe in ADHD as in ASD, where the deficit was much more pronounced in the interpretation of the context, non-verbal communication, and stereotyped language. On the narrative task, both groups displayed difficulties on expressing relevant information and inferential comprehension, and they differed on erroneous interpretations, with the children with ASD presenting worse performance. These variables showed a greater capacity to classify participants in the diagnostic categories studied. Conclusions These findings have direct clinical implications for optimizing the assessment process, making it possible to identify which specific language aspects can best differentiate between groups. En ligne : https://doi.org/10.1016/j.rasd.2018.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=356

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

Experientially based narrative instruction: A neurocognitive perspective / Megan ISRAELSEN-AUGENSTEIN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Experientially based narrative instruction: A neurocognitive perspective Type de document : Texte imprimé et/ou numérique Auteurs : Megan ISRAELSEN-AUGENSTEIN, Auteur ; Sandi GILLAM, Auteur ; Jamie MECHAM, Auteur ; Hailey ASHCROFT, Auteur Langues : Anglais (eng) Mots-clés : narrative  down syndrome  personal narrative  language intervention  neurocognitive model Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to evaluate the feasibility of a personal narrative intervention based on neurocognitive principles and experientially based learning for improving the personal narrative language abilities of a school-age child with Down’s syndrome. Method A single-case design using contemporary statistical techniques was employed to complete this study. The participant was 8 years 8 months at the time of the study and he participated in a 14-week personal narrative intervention. Personal narrative samples were collected at the beginning of each intervention session prior to instruction. Narrative samples were scored for narrative quality, language productivity, and lexical diversity. Results As a result of the intervention, the participant demonstrated moderate-significant increases in narrative abilities for narrative quality, language productivity, and lexical diversity. Conclusions The use of a personal narrative based on neurocognitive principles and experientially based learning may be feasible for improving the personal narrative language abilities of school-age children with Down’s syndrome. En ligne : http://dx.doi.org/10.1177/23969415221129139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Experientially based narrative instruction: A neurocognitive perspective [Texte imprimé et/ou numérique] / Megan ISRAELSEN-AUGENSTEIN, Auteur ; Sandi GILLAM, Auteur ; Jamie MECHAM, Auteur ; Hailey ASHCROFT, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : narrative  down syndrome  personal narrative  language intervention  neurocognitive model Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to evaluate the feasibility of a personal narrative intervention based on neurocognitive principles and experientially based learning for improving the personal narrative language abilities of a school-age child with Down’s syndrome. Method A single-case design using contemporary statistical techniques was employed to complete this study. The participant was 8 years 8 months at the time of the study and he participated in a 14-week personal narrative intervention. Personal narrative samples were collected at the beginning of each intervention session prior to instruction. Narrative samples were scored for narrative quality, language productivity, and lexical diversity. Results As a result of the intervention, the participant demonstrated moderate-significant increases in narrative abilities for narrative quality, language productivity, and lexical diversity. Conclusions The use of a personal narrative based on neurocognitive principles and experientially based learning may be feasible for improving the personal narrative language abilities of school-age children with Down’s syndrome. En ligne : http://dx.doi.org/10.1177/23969415221129139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder / Nancy S MCINTYRE in Autism & Developmental Language Impairments, 5 (January-December 2020)  

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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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Inferential narrative comprehension ability of young school-age children on the autism spectrum / Marleen F. WESTERVELD in Autism & Developmental Language Impairments, 6 (January-December 2021)  

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Quantifying Narrative Ability in Autism Spectrum Disorder: A Computational Linguistic Analysis of Narrative Coherence / Molly LOSH in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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Signing with the Face: Emotional Expression in Narrative Production in Deaf Children with Autism Spectrum Disorder / T. DENMARK in Journal of Autism and Developmental Disorders, 49-1 (January 2019)  

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