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dc.contributor.authorWesterveld, Marleen F
dc.contributor.authorRoberts, Jacqueline MA
dc.date.accessioned2018-01-23T01:00:43Z
dc.date.available2018-01-23T01:00:43Z
dc.date.issued2017
dc.identifier.issn0161-1461
dc.identifier.doi10.1044/2017_LSHSS-17-0003
dc.identifier.urihttp://hdl.handle.net/10072/364299
dc.description.abstractPurpose 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.
dc.description.peerreviewedYes
dc.description.sponsorshipAutism CRC Limited
dc.languageEnglish
dc.language.isoeng
dc.publisherAmerican Speech - Language - Hearing Association
dc.relation.ispartofpagefrom260
dc.relation.ispartofpageto272
dc.relation.ispartofjournalLanguage, Speech, and Hearing Services in Schools
dc.relation.ispartofvolume48
dc.subject.fieldofresearchClinical sciences
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchChild and adolescent development
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchAllied health and rehabilitation science
dc.subject.fieldofresearchcode3202
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390411
dc.subject.fieldofresearchcode520101
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode4201
dc.titleThe oral narrative comprehension and production abilities of verbal preschoolers on the autism spectrum
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Allied Health Sciences
gro.hasfulltextNo Full Text
gro.griffith.authorRoberts, Jacqueline M.
gro.griffith.authorWesterveld, Marleen F.


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