Swipe om te navigeren naar een ander artikel
This paper is based on a dissertation submitted by the author in partial fulfillment of the requirements for the PhD degree in Psychology at The Graduate Center of The City University of New York. Portions of this research were presented at a joint meeting of the Symposium on Research in Child Language Disorders and the International Congress for the Study of Child Language. Madison, WI, in July 2002.
Narrative analysis of personal events provides an opportunity for identifying autism specific issues related to language and social impairments. Eight personal events were elicited from three groups of schoolage children: 14 high-functioning with Autism Spectrum Disorders (HFA), 12 non-autistic with developmental language disorders (DLD), and 12 typically developing matched for chronological age and non-verbal IQ. The coding focused on narrative format (constituents) and style (coherence). The analyses indicate basic knowledge of conventional narrative format in all groups but a consistent lack of high-point in HFA children’s stories interpreted as a consequence of their lack of social understanding of narrative. The results suggest novel interventions to foster autobiographical memory in HFA children which may assist in their self-awareness development.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychological Association. (1987). Diagnostic and statistical manual of mental disorders, DSM III-R (3rd rev. edn.). Washington, DC: American Psychiatric Association.
American Psychological Association. (1994). Diagnostic and statistical manual of mental disorders, DSM IV (4th edn.). Washington, DC: American Psychiatric Association.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (2000). Understanding other minds: Perspectives from autism (2nd edn.). Oxford: Oxford University Press.
Bruner, J., & Feldman, C. (1994). Theories of mind and the problem of autism. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 267–291). New York: Oxford University Press.
Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism, 2,325–344. CrossRef
Dunn, L., & Dunn, I. (1981). Peabody picture vocabulary test-revised. Circle Pines, MN: American Guidance Service.
Hresko, W., Reid, D., & Hammill, D. (1981). The test of early language. Austin TX: Pro-Ed.
Hudson, J., & Shapiro, R. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 89–135). Hillsdale, NJ: Lawrence Erlbaum.
Labov, W., & Waletzky, J. (1967). Narrative analysis. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12–44). Seattle: University of Washington Press.
Loveland, K., McEvoy, R., & Tunali, B. (1990). Narrative story telling in autism and Down’s syndrome. British Journal of Developmental Psychology, 8, 9–23.
Mayer, M. (1969). Frog, where are you? New York: Dial Press.
Rapin, I. (1996). Preschool children with inadequate communication, developmental language disorder, autism, low IQ. London: Mac Keith.
Rapin, I., & Allen, D. A. (1998). The semantic-pragmatic deficit disorder: Classification issues. International Journal of Language and Communication Disorders, 33, 82–87. PubMed
Roth, F. P., & Spekman, N. J. (1986). Narrative discourse: Spontaneously generated stories of learning-disabled and normally achieving students. Journal of Speech and Hearing Disorders, 51, 8–23. PubMed
Semel, E., Wiig, E., & Secord, W. (1989). Clinical evaluation of language fundamentals (3rd edn.). New York: The Psychological Corporation.
Stein, N. L. (1988). The development of children’s storytelling skill. In M. B. Franklin & S. Barten (Eds.), Child language: A reader (pp. 282–279). New York: Oxford University.
Thorndike, R. L., Hagel, E. P., & Satler, J. M. (1986). Stanford-Binet Intelligence Scale (4th edn.). Chicago, IL: Riverside Publishing Co.
Wing, L. (1996). Wing autistic diagnostic interview checklist. In I. Rapin (Ed.), Preschool children with inadequate communication (Appendix). London: Mac Keith.
Young, E. C., Diehl, J. J., Morris, D., Hyman, S. L., & Bennetto, L. (2005). The use of two language tests to identify pragmatic language problems in children with autism spectrum disorders. Language, Speech, and Hearing Services in Schools, 36, 62–72. doi: 10.1044/0161-1461(2005/006). PubMedCrossRef
- Brief Report: Narratives of Personal Events in Children with Autism and Developmental Language Disorders: Unshared Memories
- Springer US