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

Autor/inn/en	Favot, Kate; Carter, Mark; Stephenson, Jennifer
Titel	The Effects of an Oral Narrative Intervention on the Fictional Narratives of Children with Autism Spectrum Disorder and Language Disorder
Quelle	In: Journal of Behavioral Education, 31 (2022) 4, S.657-678 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Favot, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09430-9
Schlagwörter	Oral Language; Intervention; Narration; Fiction; Autism Spectrum Disorders; Males; Language Impairments; Maintenance; Generalization; Teaching Methods; Small Group Instruction; Validity; Modeling (Psychology); Outcomes of Treatment; Elementary School Students + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Fiktion; Autism; Autismus; Male; Männliches Geschlecht; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Modeling; Modelling; Modellierung
Abstract	A multiple probe across participants design was used to examine the effects of intervention on reality-based fictional narratives. Four boys with autism spectrum disorder (ASD) and language disorder, aged 9-10, participated in a 1:1 intervention targeting the narrative macrostructure elements of character, setting, problem, feelings, and fix. Intervention involved clinician modelling, participants saying the entire narrative, narrative stimulus pictures, and macrostructure icons. An intervention effect, maintenance, and generalization to fantasy-based fictional narratives were demonstrated for three participants. Social validity measures indicated that a naive observer-rated post-intervention narratives as better than pre-intervention narratives. This study adds to the limited research into narrative intervention with children with ASD and co-occurring language disorder. The highly structured and semi-scripted intervention could be adapted to be delivered by teachers in small groups in the classroom. Areas for future research include implementing the intervention with small groups and targeting more complex narrative macrostructure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01