Parental Mediation in the Improvement of Narrative Skills of High-Functioning Individuals With Autism Spectrum Disorder

McCabe, Allyssa; Hillier, Amy; DaSilva, Christiana; Queenan, Alexa; Tauras, Mary

doi:10.1177/1525740116669114

Cited by 12 publications

(11 citation statements)

References 38 publications

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“…Research on elaborative reminiscing gains utility in light of the finding that parents (including those with ASD) can be taught to become more elaborative in their reminiscing style to support their children's memory, the quality of children's personal narratives, and motivation to reminisce in a fairly short period of time. 57,58 Crucially, they can also be coached to provide more autonomy support by taking the child's perspective and encouraging the child to pursue personal interests, thereby helping the child maintain intrinsic motivation and engagement. Indeed, high degrees of autonomy support leads to children feeling more competent and motivated to engage, which in turn facilitates a more active learning process and deeper level of information processing.…”

Section: Why Elaborative Reminiscing Is Criticalmentioning

confidence: 99%

Using Story-Based Interventions to Improve Episodic Memory in Autism Spectrum Disorder

Hutchins

Prelock

2018

Semin Speech Lang

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Episodic memory (EM) and scene construction are critical for organizing and understanding personally experienced events and for developing several aspects of social cognition including self-concept, identity, introspection, future thinking, counterfactual reasoning, theory of mind, self-regulation, flexible problem-solving, and socially adaptive behavior. This article challenges the reader to think differently about EM in children with autism spectrum disorder (ASD), as we expand our understanding of autobiographical memory that requires an ability to travel back in time and re-experience an event. The role of EM in cognitive and behavioral functioning for children with and without ASD is described. The value of story-based interventions such as Social Stories and Comic Strip Conversations for supporting EM is discussed with adaptations recommended to ensure a rich personal recall of an event. By focusing on EM and scene construction, there is potential for increasing the potency of story-based interventions for achieving maximum therapeutic impact.

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Section: Why Elaborative Reminiscing Is Criticalmentioning

confidence: 99%

Using Story-Based Interventions to Improve Episodic Memory in Autism Spectrum Disorder

Hutchins

Prelock

2018

Semin Speech Lang

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“…They discuss their impressions of the two different types of interaction styles, highlighting the features that make the high-elaborative conversation more successful. It is here that the clinician teaches caregivers about the features present in elaborative reminiscing, including steps and tips for this type of conversational exchange (adapted from McCabe et al 60 ). Elaborative reminiscing steps and tips are provided in Figs.…”

Section: Appendix: Elaborative Reminiscing Trainingmentioning

confidence: 99%

“…The vast majority of research on elaborative reminiscing has involved parents and their neurotypical children, 41,46 and although theoretically potent and rich with implications, relatively little is known about whether elaborative reminiscing works as a support for autistic children's social and cognitive development. To address this gap in the literature, we developed an elaborative reminiscing caregiver training that was aligned with the research on EM, autism, and the Task Support Hypothesis while incorporating strategies from the elaborative reminiscing literature, 41,46 existing caregiver training studies, 41,[58][59][60][61] and well-established, manualized training programs targeting social communication skills in autistic children. 62 The parent training was piloted on one mother and her neurotypical child to refine the intervention and data collection procedures.…”

Section: Elaborative Reminiscing Parent Trainingmentioning

confidence: 99%

Development of a Manualized Intervention to Support Episodic Memory in Autistic Children: Elaborative Reminiscing Is Key

Brien

Hutchins

2022

Semin Speech Lang

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Episodic memory (EM) is memory for past personal experiences. EM and social development are inextricably linked, and both are impacted in autistic persons. Parents of autistic children can be taught to engage in a unique conversational style (i.e., elaborative reminiscing) to support a child's memory and social development. This article discusses the importance of EM in autism and describes a new manualized caregiver training to support EM in autistic children. An uncontrolled pre-post study design was employed to test proof of concept. Results affirmed the potential of this intervention for increasing caregivers' elaborateness and improving children's EM in a family-centered, naturalistic way. Results suggest that further treatment development and examination of effectiveness are needed. We argue that these kinds of intervention are important: not only is EM theoretically potent for social cognitive development, it is essential for a sense of self-determination, social connection, and psychological well-being.

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“…In their review, Fivush et al ( 2006 ) found that children whose parents engaged in elaborative reminiscing with them (i.e., asking many open-ended, wh- questions such as when, who, what , and where ) later excelled in narration. Similarly, McCabe et al ( 2017 ) described an intervention with the parents of children with ASD about the importance of personal narratives and recommendations for improving narration. Recommendations included talking with the children and asking them direct questions about events.…”

Section: Study 2: Am Rehabilitationmentioning

confidence: 99%

“…These observations support our hypotheses concerning the benefits of collective involvement and the importance of shared memory mechanisms. They lead us to propose adjustments to current therapies, particularly concerning parental involvement, in order to foster exchanges within the family first, then with an extended social circle to help construct this shared memory (McCabe et al, 2017 ). Production of AMs occurs in social relationships, primarily within the family, where social relationships are strong and many shared memories are formed (Goldman and DeNigris, 2015 ).…”

Section: Study 2: Am Rehabilitationmentioning

confidence: 99%

Autobiographical Memory and Social Identity in Autism: Preliminary Results of Social Positioning and Cognitive Intervention

et al. 2021

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Autobiographical memory (AM) is closely linked to the self-concept, and fulfills directive, identity, social, and adaptive functions. Individuals with autism spectrum disorder (ASD) are now known to have atypical AM, which may be closely associated with social communication difficulties. This may result in qualitatively different autobiographical narratives, notably regarding social identity. In the present study, we sought to investigate this concept and develop a cognitive intervention targeting individuals with ASD. First, 13 adolescents with ASD and 13 typically developing adolescents underwent an AM interview featuring an original coding system designed to analyze the social self. We observed that the narratives produced by the ASD group focused more on the family than on extended social spheres, compared with those of the comparison group. Moreover, participants with ASD did not include themselves in the social groups they mentioned, and produced more references to others, compared with typically developing participants. Second, we designed a cognitive intervention program consisting of individual and group sessions that targeted AM. We conducted a pilot study among three adolescents with ASD aged 12, 16, and 17 years. Preliminary results showed that the program increased extra-family narrative references by the two youngest adolescents, who produced more social integration markers. Our study of autobiographical narratives yielded interesting findings about social positioning in ASD and showed how AM can be targeted in rehabilitation programs as a vector of social interaction.

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Parental Mediation in the Improvement of Narrative Skills of High-Functioning Individuals With Autism Spectrum Disorder

Cited by 12 publications

References 38 publications

Using Story-Based Interventions to Improve Episodic Memory in Autism Spectrum Disorder

Using Story-Based Interventions to Improve Episodic Memory in Autism Spectrum Disorder

Development of a Manualized Intervention to Support Episodic Memory in Autistic Children: Elaborative Reminiscing Is Key

Autobiographical Memory and Social Identity in Autism: Preliminary Results of Social Positioning and Cognitive Intervention

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