Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children with Autism

Autor/inn/en	Petersen, Douglas B.; Brown, Catherine L.; Ukrainetz, Teresa A.; Wise, Christine; Spencer, Trina D.
Titel	Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children with Autism
Quelle	In: Language, Speech, and Hearing Services in Schools, 45 (2014) 1, S.67-86 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2013_LSHSS-12-0099
Schlagwörter	Autism; Pervasive Developmental Disorders; Personal Narratives; Intervention; Individualized Instruction; Children; Language; Story Grammar; Scaffolding (Teaching Technique); Instructional Effectiveness; Males + Suchen Sie Ihr Suchwort? Autismus; Erlebniserzählung; Individualisierender Unterricht; Child; Kind; Kinder; Languages; Sprache; Unterrichtserfolg; Male; Männliches Geschlecht
Abstract	Purpose: The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method: A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2-3 story grammar elements (e.g., problem, plan) and 3-4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results: Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion: Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10