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  • The oral narrative comprehension and production abilities of verbal preschoolers on the autism spectrum

    Author(s)
    Westerveld, Marleen F
    Roberts, Jacqueline MA
    Griffith University Author(s)
    Roberts, Jacqueline M.
    Westerveld, Marleen F.
    Year published
    2017
    Metadata
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    Abstract
    Purpose This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Method Twenty-nine preschool-age children (aged 4;0–5;9 years;months) with autism, who obtained an age-equivalent score of at least 36 months on the expressive communication subscale of the Vineland Adaptive Behavior Scales–Second Edition (Sparrow, Cicchetti, & Balla, 2005), participated. Children listened to an unfamiliar fictional narrative and answered comprehension questions ...
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    Purpose This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Method Twenty-nine preschool-age children (aged 4;0–5;9 years;months) with autism, who obtained an age-equivalent score of at least 36 months on the expressive communication subscale of the Vineland Adaptive Behavior Scales–Second Edition (Sparrow, Cicchetti, & Balla, 2005), participated. Children listened to an unfamiliar fictional narrative and answered comprehension questions afterward. After listening to the narrative a second time, children were asked to retell the narrative without picture support. Narratives were transcribed and analyzed for length, semantic diversity, grammatical complexity and accuracy, intelligibility, inclusion of critical events, and narrative stage. Results All children participated in the comprehension task, and 19 children produced an analyzable narrative retell. Compared with published data on typically developing children, significant difficulties were observed in narrative comprehension, intelligibility, and grammatical accuracy. Most of the children told descriptive or action sequences, with only 1 child producing an abbreviated episode. Significant positive correlations were found (a) between performance on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007) and semantic diversity and narrative comprehension and (b) between parent-reported receptive communication competence (Vineland Adaptive Behavior Scales–Second Edition) and narrative comprehension. Conclusions This study provides preliminary evidence of specific difficulties in oral narrative comprehension and production skills in verbal preschoolers on the autism spectrum.
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    Journal Title
    Language, Speech, and Hearing Services in Schools
    Volume
    48
    DOI
    https://doi.org/10.1044/2017_LSHSS-17-0003
    Subject
    Special Education and Disability
    Developmental Psychology and Ageing
    Clinical Sciences
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/364299
    Collection
    • Journal articles

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