Story Recall and Narrative Coherence of High-Functioning Children with Autism Spectrum Disorders

Autor/inn/en	Diehl, Joshua J.; Bennetto, Loisa; Young, Edna Carter
Titel	Story Recall and Narrative Coherence of High-Functioning Children with Autism Spectrum Disorders
Quelle	In: Journal of Abnormal Child Psychology, 34 (2006) 1, S.83-98 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-005-9003-x
Schlagwörter	Recall (Psychology); Children; Pervasive Developmental Disorders; Language Skills; Story Telling; Comparative Analysis; Cognitive Ability; Autism; Story Reading; Cognitive Processes + Suchen Sie Ihr Suchwort? Abberufung; Child; Kind; Kinder; Language skill; Sprachkompetenz; Denkfähigkeit; Autismus; Cognitive process; Kognitiver Prozess
Abstract	Previous research has found few quantitative differences between children with high-functioning autism spectrum disorders (ASDs) and well-matched controls in the length, complexity, and structure of their narratives. Researchers have noted, however, that narratives of children with ASDs have an unusual and idiosyncratic nature. This study provides an analysis of narratives in 17 children with high-functioning ASDs and 17 typically developing children matched on age, gender, language abilities, and cognitive abilities. We examined story recall and narrative coherence. The study revealed no group differences in story length or syntactic complexity. Children with ASDs also did not differ from controls in their use of the gist of a story to aid recall, or in their sensitivity to the importance of story events. Children with ASDs did, however, produce narratives that were significantly less coherent than the narratives of controls. Children with ASDs appeared less likely to use the gist of the story to organize their narratives coherently. These findings are discussed with regard to their relationship to other cognitive and linguistic difficulties of children with ASDs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10