Parents' Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children

Autor/inn/en	Goldman, Sylvie; DeNigris, Danielle
Titel	Parents' Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 5, S.1464-1473 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2271-y
Schlagwörter	Memory; Autism; Pervasive Developmental Disorders; Developmental Disabilities; Language Impairments; Comparative Analysis; Incidence; Parents; Parent Child Relationship; Recall (Psychology); Communication Strategies; Children; Interaction + Suchen Sie Ihr Suchwort? Gedächtnis; Autismus; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Vorkommen; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Abberufung; Kommunikationsstrategie; Child; Kind; Kinder; Interaktion
Abstract	Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child's communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01