The Effects of an Oral Narrative Intervention on the Fictional Narrative Retells of Children with ASD and Severe Language Impairment: A Pilot Study

Favot, Kate; Carter, Mark; Stephenson, Jennifer

doi:10.1007/s10882-018-9608-y

Cited by 11 publications

(5 citation statements)

References 34 publications

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“…Students can be taught to construct narratives using the story grammar structure (see Spencer, this issue). They can learn the skill of including explicit settings, characters, plot elements, and resolutions in novel narratives that they generate (Favot et al, 2018). It is important to note that the generated narratives are not limited to fiction (Spencer & Slocum, 2010;Petersen et al, 2014;Weddle et al, 2016).…”

Section: Content Analysis In Narrative Languagementioning

confidence: 99%

Features of Direct Instruction: Content Analysis

Slocum

Rolf

2021

Behav Analysis Practice

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The goal of Direct Instruction (DI) is to teach content as effectively and efficiently as possible. To do this, instructional designers must identify generative relations or strategies that allow the learner to respond correctly to untaught situations. The purpose of content analysis is to identify generative relations in the domain to be taught and arrange the content in such a way that it supports maximally generative instruction. This article explains the role of content analysis in developing DI programs and provides examples and nonexamples of content analysis in five content domains: spelling, basic arithmetic facts, earth science, basic language, and narrative language. It includes a brief sketch of a general methods of conducting a content analysis. It concludes that content analysis is the foundation upon which generative instruction is built and that instructional designers could produce more effective, efficient, and powerful programs by attending explicitly and carefully to content analysis.

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Section: Content Analysis In Narrative Languagementioning

confidence: 99%

Features of Direct Instruction: Content Analysis

Slocum

Rolf

2021

Behav Analysis Practice

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“…Although several narrative interventions have employed storybooks (Adlof et al, 2014;Brinton & Fujiki, 2017;Catts et al, 2016;Petersen et al, 2010), some researchers (including us) have strategically designed stories for initial intensive and targeted narrative practice (Brown et al, 2014;Favot et al, 2018;Hayward & Schneider, 2000;Petersen et al, 2014;Spencer et al, 2020, Spencer, Petersen, & Adams, 2015Spencer & Slocum, 2010;Swanson et al, 2005). Some advantages of using prepared stories (over storybooks) for narrative intervention include being able to control what structures, vocabulary, and complex language children are exposed to, easily teaching metalinguistics through multiple exemplar training and rapid practice cycles within session because stories are brief, and building narrative comprehension and production simultaneously.…”

Section: Use Multiple Exemplars To Promote Metalinguistics and Generalizationmentioning

confidence: 99%

“…Regardless of adaptation of prompting, clinicians should continue to follow the general recommendation of using the most efficient and effective prompts possible. For children with autism and other developmental disabilities, this may involve providing longer wait times, limiting verbal prompts, and strategically fading visual prompts (Favot et al, 2018;Garcia et al, 2019;S. L. Gillam et al, 2015;Petersen et al, 2014).…”

Section: Use Efficient and Effective Promptsmentioning

confidence: 99%

Narrative Intervention: Principles to Practice

Spencer

Petersen

2020

LSHSS

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Purpose Narrative interventions are a class of language interventions that involve the use of telling or retelling stories. Narrative intervention can be an efficient and versatile means of promoting a large array of academically and socially important language targets that improve children's access to general education curriculum and enhance their peer relations. The purpose of this tutorial is to supply foundational information about the importance of narratives and to offer recommendations about how to maximize the potential of narrative interventions in school-based clinical practice. Method Drawing from decades of cognitive and linguistic research, a tutorial on narratives and narrative language is presented first. Ten principles that support the design and implementation of narrative interventions are described. Results Clinicians can use narrative intervention to teach story grammar, complex language, vocabulary, inferencing, and social pragmatics. Storytelling, as an active intervention ingredient, promotes the comprehension and production of complex language. Conclusion When narrative intervention is implemented following a set of principles drawn from research and extensive clinical experience, speech-language pathologists can efficiently and effectively teach a broad set of academically and socially meaningful skills to diverse students.

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“…For instance, extensive literature on the efficacy of narrative-based treatments for patients with aphasia (Boyle, 2011 ; for a review, see Dipper et al, 2020 ), traumatic brain injury (Cannizzaro & Coelho, 2002 ; for a review, see Steel et al, 2021 ), children with language disorders (Gillam et al, 2018 ; for a review, see Favot et al, 2020 ) and Williams syndrome (Diez-Itza et al, 2018 ) exists. Previous studies have described examples of individualized interventions addressing narrative difficulties in children with ASD (Favot et al, 2018 ; Gillam et al, 2015 ; Petersen et al, 2014 ). The focus of such training programmes was to help children improve story structure planning and the use of complex syntax and cohesive links (e.g., temporal and causal conjunctions) to construct coherent stories.…”

Section: Introductionmentioning

confidence: 99%

Can Narrative Skills Improve in Autism Spectrum Disorder? A Preliminary Study with Verbally Fluent Adolescents Receiving the Cognitive Pragmatic Treatment

Hilviu

Frau

Bosco

et al. 2023

J Psycholinguist Res

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Autism spectrum disorder (ASD) is a neurodevelopmental condition affecting social and communicative skills, including narrative ability, namely the description of real-life or fictive accounts of temporally and causally related events. With this study, we aimed to determine whether a communicative-pragmatic training, i.e., the version for adolescents of the Cognitive-Pragmatic Treatment, is effective in improving the narrative skills of 16 verbally fluent adolescents with ASD. We used a multilevel approach to assess pre- and post-training narrative production skills. Discourse analysis focused on micro- (i.e., mean length of utterance, complete sentences, omissions of morphosyntactic information) and macrolinguistic measures (i.e., cohesion, coherence errors, lexical informativeness). Results revealed a significant improvement in mean length of utterance and complete sentences and a decrease in cohesion errors. No significant change was found in the other narrative measures investigated. Our findings suggest that a pragmatically oriented training may be useful in improving grammatical efficiency in narrative production.

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The Effects of an Oral Narrative Intervention on the Fictional Narrative Retells of Children with ASD and Severe Language Impairment: A Pilot Study

Cited by 11 publications

References 34 publications

Features of Direct Instruction: Content Analysis

Features of Direct Instruction: Content Analysis

Narrative Intervention: Principles to Practice

Can Narrative Skills Improve in Autism Spectrum Disorder? A Preliminary Study with Verbally Fluent Adolescents Receiving the Cognitive Pragmatic Treatment

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