Narratives of children with high-functioning autism spectrum disorder: A meta-analysis

Baixauli, Inmaculada; Diago, Carla Colomer; Miranda, Belén Roselló; Miranda, Ana

doi:10.1016/j.ridd.2016.09.007

Cited by 104 publications

(96 citation statements)

References 67 publications

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“…1.1. studies that employed DSM-III diagnostic criteria, similar to the Baixauli et al (2016) metaanalysis, because ASD participants with DSM-III criteria have electrophysiological differences compared to those who meet DSM-IV criteria 1.2. studies with pervasive developmental disorders-not otherwise specified (PDD-NOS), since specific difficulties are reported in executive functions (Schurink et al, 2012), working memory (de Bruin, Verheij, & Ferdinand, 2006) and episodic memory (Koyama & Kurita, 2008) in individuals with PDD-NOS, that have not been yet compared with ASD. Hence, we cannot conclude that individuals with ASD and PDD-NOS share the same cognitive difficulties.…”

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confidence: 99%

Memory in autism spectrum disorder: A meta-analysis of experimental studies.

Desaunay

Briant

Bowler

et al. 2020

Psychological Bulletin

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This is the accepted version of the paper.This version of the publication may differ from the final published version.Permanent repository link: https://openaccess.city.ac.uk/id/eprint/23359/ Link to published version: http://dx. Abstract:To address inconsistencies in the literature on memory in Autism Spectrum Disorder (ASD), we report the first ever meta-analysis of short-term (STM) and episodic longterm (LTM) memory in ASD, evaluating the effects of type of material, type of retrieval and the role of inter-item relations. Analysis of 64 studies comparing individuals with ASD and typical development (TD) showed greater difficulties in ASD compared to TD individuals in STM (Hedges' g=-0.53 [95%CI -0.90; -0.16], p=.005, I²=96%) compared to LTM (g=-0.30 [95%CI -0.42; -0.17], p<.00001, I²=24%), a small difficulty in verbal LTM (g=-0.21, p=.01), contrasting with a medium difficulty for visual LTM (g= -0.41, p=.0002) in ASD compared to TD individuals. We also found a general diminution in free recall compared to cued recall and recognition (LTM, free recall: g=-0.38, p<.00001, cued recall: g=-0.08, p=.58, recognition: g=-0.15, p=.16; STM, free recall: g=-0.59, p=.004, recognition: g=-0.33, p=.07).We discuss these results in terms of their relation to semantic memory. The limited diminution in verbal LTM and preserved overall recognition and cued recall (supported retrieval) may result from a greater overlap of these tasks with semantic long-term representations which are overall preserved in ASD. By contrast, difficulties in STM or free recall may result from less overlap with the semantic system or may involve additional cognitive operations and executive demands. These findings highlight the need to support STM functioning in ASD and acknowledge the potential benefit of using verbal materials at encoding and broader forms of memory support at retrieval to enhance performance. ABSTRACTTo address inconsistencies in the literature on memory in Autism Spectrum Disorder (ASD), we report the first ever meta-analysis of short-term (STM) and episodic long-term (LTM) memory in ASD, evaluating the effects of type of material, type of retrieval and the role of inter-item relations.Analysis of 64 studies comparing individuals with ASD and typical development (TD) showed greater difficulties in ASD compared to TD individuals in STM (Hedges' g=-0.53 [95%CI -0.90; -0.16], p=.005, I²=96%) compared to LTM (g=-0.30 [95%CI -0.42; -0.17], p<.00001, I²=24%), a small difficulty in verbal LTM (g=-0.21, p=.01), contrasting with a medium difficulty for visual LTM (g= -0.41, p=.0002) in ASD compared to TD individuals. We also found a general diminution in free recall compared to cued recall and recognition (LTM, free recall: g=-0.38, p<.00001, cued recall: g=-0.08, p=.58, recognition: g=-0.15, p=.16; STM, free recall: g=-0.59, p=.004, recognition: g=-0.33, p=.07).We discuss these results in terms of their relation to semantic memory. The limited diminution in verbal LTM and preserved overall recognition and cued recall (supported retrieval)...

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confidence: 99%

Memory in autism spectrum disorder: A meta-analysis of experimental studies.

Desaunay

Briant

Bowler

et al. 2020

Psychological Bulletin

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“…In addition, there is a close link between narrative and general pragmatic ability (Reuterskiöld Wagner 1999). Thus, narrative capacities are considered to be an important skill to assess in individuals who experience pragmatic language difficulties, such as children with autism spectrum disorder (ASD) (APA 2013; Baixauli et al 2016;Bruner and Feldman 1993;Miniscalco et al 2007). Many children with ASD struggle with narrative performance (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Many children with ASD struggle with narrative performance (e.g. Baixauli et al 2016), and a substantial proportion also struggle with language processing at the level of words and single sentences (e.g. Eigisti et al 2011;Tager-Flusberg and Joseph 2003).…”

Section: Introductionmentioning

confidence: 99%

Narrative Skills in Primary School Children with Autism in Relation to Language and Nonverbal Temporal Sequencing

Carlsson

Johnels

Gillberg

et al. 2020

J Psycholinguist Res

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Recent research has suggested that temporal sequencing of narrative events might be a domain-general ability that underlies oral narrative capacities. The current study investigated this issue in a group of children with known pragmatic and narrative difficulties, namely Autism Spectrum Disorder (ASD). We hypothesized (1) that children with ASD (n = 45) would retell narratives of poorer quality than both chronological age-matched (CAM) children and younger children matched on sentence-level language skills (LM), and (2) that nonverbal temporal sequencing skills would uniquely predict individual differences in oral narrative performance in children with ASD. The results show that children with ASD performed poorer on all measures of oral narrative quality compared with the CAM group, and on eight of ten measures compared with the LM group. Thus, our first hypothesis was confirmed, suggesting that narrative difficulties in ASD cannot be fully explained by impaired language. The second hypothesis was only partly confirmed: nonverbal temporal sequencing explained significant or marginally significant variance in some, but not all, aspects of oral narrative performance of children with ASD. These results are discussed from theoretical and clinical/educational perspectives, in relation to the heterogeneity of language skills in ASD and to domain-general features of narrative processing.

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“…Children with ASD produce significantly more semantically overlapping turns than typically developing children during clinical evaluations (Rouhizadeh et al, 2015). They also engage in more echolalia (repetition of words or phrases) than typical children during semi-structured interviews (van Santen et al, 2013), and utilize a restricted range of narrative tools (Capps et al, 2000) and words (Baixauli et al, 2016) during storytelling. Less is known about linguistic diversity in adults with ASD, particularly during naturalistic conversations.…”

Section: Introductionmentioning

confidence: 99%