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Adornetti I, Chiera A, Altavilla D, Deriu V, Marini A, Gobbo M, Valeri G, Magni R, Ferretti F. Defining the Characteristics of Story Production of Autistic Children: A Multilevel Analysis. J Autism Dev Disord 2023:10.1007/s10803-023-06096-2. [PMID: 37653117 DOI: 10.1007/s10803-023-06096-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/01/2023] [Indexed: 09/02/2023]
Abstract
Several studies suggest that a valuable tool to examine linguistic skills in communication disorders is offered by procedures of narrative discourse assessment. Following this line of research, we present an exploratory study aimed to investigate storytelling abilities of autistic children to better define the characteristics of their story production. Participants included 41 autistic children and 41 children with typical development aged between 7.02 and 11.03 years matched on age, gender, level of formal education, intelligence quotient, working memory, attention skills, theory of mind, and phonological short-term memory. Narrative production was assessed by analysing the language samples obtained through the "Nest Story" description task. A multilevel analysis including micro- and macro-linguistic variables was adopted for narrative assessment. Group differences emerged on both micro- and macro-linguistic dimensions: autistic children produced narratives with more phonological errors and semantic paraphasias (microlinguistic variables) as well as more errors of global coherence and a fewer number of visible events and inferred events (macrolinguistic variables) than the control group.This study shows that even autistic children with adequate cognitive skills display several limitations in their narrative competence and that such weaknesses affect both micro- and macrolinguistic aspects of story production.
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Affiliation(s)
- Ines Adornetti
- Cosmic Lab, Department of Philosophy, Communication and Performing Arts, Roma Tre University, Via Ostiense 234-236, 00146, Rome, Italy.
| | - Alessandra Chiera
- Cosmic Lab, Department of Philosophy, Communication and Performing Arts, Roma Tre University, Via Ostiense 234-236, 00146, Rome, Italy
| | - Daniela Altavilla
- Cosmic Lab, Department of Philosophy, Communication and Performing Arts, Roma Tre University, Via Ostiense 234-236, 00146, Rome, Italy
| | - Valentina Deriu
- Cosmic Lab, Department of Philosophy, Communication and Performing Arts, Roma Tre University, Via Ostiense 234-236, 00146, Rome, Italy
| | - Andrea Marini
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Via Margreth, 3, 33100, Udine, Italy
- Claudiana - Landesfachhochschule Für Gesundheitsberufe, Bozen, Italy
| | - Marika Gobbo
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Via Margreth, 3, 33100, Udine, Italy
- Department of Life Sciences, University of Trieste, 34127, Trieste, Italy
| | - Giovanni Valeri
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, The Bambino Gesù Children's Hospital, IRCCS, Piazza di Sant'Onofrio 4, 00165, Rome, Italy
| | - Rita Magni
- Studio Polispecialistico Evò, Viale Pier Luigi Nervi 164, 04100, Latina, Italy
| | - Francesco Ferretti
- Cosmic Lab, Department of Philosophy, Communication and Performing Arts, Roma Tre University, Via Ostiense 234-236, 00146, Rome, Italy
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Alkire D, McNaughton KA, Yarger HA, Shariq D, Redcay E. Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:472-488. [PMID: 35722978 PMCID: PMC9763550 DOI: 10.1177/13623613221103699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
LAY ABSTRACT Conversation is a key part of everyday social interactions. Previous studies have suggested that conversational skills are related to theory of mind, the ability to think about other people's mental states, such as beliefs, knowledge, and emotions. Both theory of mind and conversation are common areas of difficulty for autistic people, yet few studies have investigated how people, including autistic people, use theory of mind during conversation. We developed a new way of measuring cToM using two rating scales: cToM Positive captures behaviors that show consideration of a conversation partner's mental states, such as referring to their thoughts or feelings, whereas cToM Negative captures behaviors that show a lack of theory of mind through violations of neurotypical conversational norms, such as providing too much, too little, or irrelevant information. We measured cToM in 50 pairs of autistic and typically developing children (ages 8-16 years) during 5-min "getting to know you" conversations. Compared to typically developing children, autistic children displayed more frequent cToM Negative behaviors but very similar rates of cToM Positive behaviors. Across both groups, cToM Negative (but not Positive) ratings were related to difficulties in recognizing emotions from facial expressions and a lower tendency to talk about others' mental states spontaneously (i.e., without being instructed to do so), which suggests that both abilities are important for theory of mind in conversation. Altogether, this study highlights both strengths and difficulties among autistic individuals, and it suggests possible avenues for further research and for improving conversational skills.
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Affiliation(s)
- Diana Alkire
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Kathryn A. McNaughton
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Heather A. Yarger
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Deena Shariq
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Elizabeth Redcay
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
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3
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Brien A, Hutchins T. Development of a Manualized Intervention to Support Episodic Memory in Autistic Children: Elaborative Reminiscing Is Key. Semin Speech Lang 2022; 43:299-315. [PMID: 35896407 DOI: 10.1055/s-0042-1750349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
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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Affiliation(s)
- Ashley Brien
- Department of Speech Language Pathology, California State University San Marcos, San Marcos, California
| | - Tiffany Hutchins
- Department of Communication Sciences and Disorders, University of Vermont, Burlington, Vermont
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4
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Ye JY, Qin XJ, Cui JF, Ren Q, Jia LX, Wang Y, Pantelis C, Chan RCK. A Meta-analysis of Mental Time Travel in Individuals with Autism Spectrum Disorders. J Autism Dev Disord 2021; 53:1509-1528. [PMID: 34825295 DOI: 10.1007/s10803-021-05375-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2021] [Indexed: 10/19/2022]
Abstract
Autism spectrum disorders (ASD) are associated with cognitive dysfunctions, including mental time travel (MTT). However, findings on diminished MTT ability may be confounded by a number of factors, including the individuals' language ability, factors related to the MTT task and the demographic factors of participants. The present study provided a meta-analysis of MTT ability in people with ASD. The results showed significant overall reductions in MTT ability in people with ASD. Moderator analyses revealed that the variables examined did not explain the reduction in MTT ability. These findings suggest that MTT ability is diminished in people with ASD and that the degree of this diminishment may not depend on the characteristics of measures or demographic variables of people with ASD.
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Affiliation(s)
- Jun-Yan Ye
- Neuropsychology and Applied Cognitive Neuroscience Lab, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Xiao-Jing Qin
- Neuropsychology and Applied Cognitive Neuroscience Lab, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Ji-Fang Cui
- Research Center for Information and Statistics, National Institute of Education Sciences, Beijing, China
| | - Qian Ren
- Neuropsychology and Applied Cognitive Neuroscience Lab, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Lu-Xia Jia
- Neuropsychology and Applied Cognitive Neuroscience Lab, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Ya Wang
- Neuropsychology and Applied Cognitive Neuroscience Lab, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China. .,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China. .,Department of Psychiatry, Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Australia.
| | - Christos Pantelis
- Department of Psychiatry, Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Australia.,Department of Electrical and Electronic Engineering, The University of Melbourne, Melbourne, Australia.,Florey Institute for Neurosciences and Mental Health, Melbourne, Australia
| | - Raymond C K Chan
- Neuropsychology and Applied Cognitive Neuroscience Lab, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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5
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Boo C, Alpers-Leon N, McIntyre N, Mundy P, Naigles L. Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both. J Autism Dev Disord 2021; 52:2970-2983. [PMID: 34244916 DOI: 10.1007/s10803-021-05175-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/26/2021] [Indexed: 11/28/2022]
Abstract
Many studies have utilized standardized measures and storybook narratives to characterize language profiles of children with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). They report that structural language of these children is on par with mental-age-matched typically developing (TD) peers. Few studies have looked at structural language profiles in conversational contexts. This study examines conversational speech produced in a virtual reality (VR) paradigm to investigate the strengths and weaknesses of structural language abilities of these children. The VR paradigm introduced varying social and cognitive demands across phases. Our results indicate that children from these diagnostic groups produced less complex structural language than TD children. Moreover, language complexity decreased in all groups across phases, suggesting a cross-etiology sensitivity to conversational contexts.
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Affiliation(s)
- Cynthia Boo
- Department of Psychological Sciences, University of Connecticut, 406 Babbidge Road., Unit 1020, Storrs, CT, 06269-1020, USA.
| | - Nora Alpers-Leon
- Department of Psychological Sciences, University of Connecticut, 406 Babbidge Road., Unit 1020, Storrs, CT, 06269-1020, USA
| | - Nancy McIntyre
- School of Communication Sciences and Disorders, University of Central Florida, 12805 Pegasus Drive, Orlando, FL, 32816, USA
| | - Peter Mundy
- School of Education, University of California, Davis, One Shields Avenue, Davis, CA, 95616, USA.,Department of Psychiatry and Behavioral Sciences, MIND Institute, Imaging Research Center, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
| | - Letitia Naigles
- Department of Psychological Sciences, University of Connecticut, 406 Babbidge Road., Unit 1020, Storrs, CT, 06269-1020, USA
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6
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Bailey B, Arciuli J. Literacy instruction for autistic children who speak languages other than English. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:389-405. [PMID: 34233507 DOI: 10.1177/13623613211025422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy.
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7
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Wantzen P, Boursette A, Zante E, Mioche J, Eustache F, Guénolé F, Baleyte JM, Guillery-Girard B. Autobiographical Memory and Social Identity in Autism: Preliminary Results of Social Positioning and Cognitive Intervention. Front Psychol 2021; 12:641765. [PMID: 33815227 PMCID: PMC8009988 DOI: 10.3389/fpsyg.2021.641765] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Accepted: 02/15/2021] [Indexed: 12/02/2022] Open
Abstract
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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Affiliation(s)
- Prany Wantzen
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France
| | - Amélie Boursette
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France
| | - Elodie Zante
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France
| | - Jeanne Mioche
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France
| | - Francis Eustache
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France
| | - Fabian Guénolé
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France.,Service de Psychiatrie de l'enfant et de l'adolescent, CHU de Caen, Caen, France
| | - Jean-Marc Baleyte
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France.,Service de Psychiatrie de l'enfant et de l'adolescent, Créteil University Hospital, Créteil, France
| | - Bérengère Guillery-Girard
- Normandie Univ, UNICAEN, PSL Université Paris, EPHE, INSERM, U1077, CHU de Caen, GIP Cyceron, Neuropsychologie et Imagerie de la Mémoire Humaine, Caen, France
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8
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McDonnell CG, Speidel R, Lawson M, Valentino K. Reminiscing and Autobiographical Memory in ASD: Mother-Child Conversations About Emotional Events and How Preschool-Aged Children Recall the Past. J Autism Dev Disord 2020; 51:3085-3097. [PMID: 33140147 DOI: 10.1007/s10803-020-04770-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/22/2020] [Indexed: 10/23/2022]
Abstract
Autobiographical memory (AM) is a socially-relevant cognitive skill. Little is known regarding AM during early childhood in ASD. Parent-child reminiscing conversations predict AM in non-ASD populations but have rarely been examined in autism. To address this gap, 17 preschool-aged children (ages 4-6 years) with ASD and 21 children without ASD matched on age, sex, and expressive language completed assessments of AM, executive functioning, self-related variables, and a parent-child reminiscing task. Children with ASD had less specific AM, which related to theory of mind, self-concept, and working memory. AM specificity also related to child observed autism traits. Mothers of children with ASD made more closed-ended and off-topic utterances during reminiscing, although only maternal open-ended elaborations predicted better AM in ASD.
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Affiliation(s)
- Christina G McDonnell
- Virginia Polytechnic Institute & State University, Blacksburg, USA. .,Department of Psychology, Virginia Tech, Williams Hall, Blacksburg, VA, 24060, USA.
| | | | - Monica Lawson
- University of Texas at San Antonio, San Antonio, USA
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9
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Ehlen F, Roepke S, Klostermann F, Baskow I, Geise P, Belica C, Tiedt HO, Behnia B. Small Semantic Networks in Individuals with Autism Spectrum Disorder Without Intellectual Impairment: A Verbal Fluency Approach. J Autism Dev Disord 2020; 50:3967-3987. [PMID: 32198662 PMCID: PMC7560923 DOI: 10.1007/s10803-020-04457-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Individuals with Autism Spectrum Disorder (ASD) experience a variety of symptoms sometimes including atypicalities in language use. The study explored differences in semantic network organisation of adults with ASD without intellectual impairment. We assessed clusters and switches in verbal fluency tasks ('animals', 'human feature', 'verbs', 'r-words') via curve fitting in combination with corpus-driven analysis of semantic relatedness and evaluated socio-emotional and motor action related content. Compared to participants without ASD (n = 39), participants with ASD (n = 32) tended to produce smaller clusters, longer switches, and fewer words in semantic conditions (no p values survived Bonferroni-correction), whereas relatedness and content were similar. In ASD, semantic networks underlying cluster formation appeared comparably small without affecting strength of associations or content.
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Affiliation(s)
- Felicitas Ehlen
- Department of Neurology, Motor and Cognition Group, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany.
- Department of Psychiatry, Jüdisches Krankenhaus Berlin, Heinz-Galinski-Straße 1, 13347, Berlin, Germany.
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany.
| | - Stefan Roepke
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany
| | - Fabian Klostermann
- Department of Neurology, Motor and Cognition Group, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany
- Berlin School of Mind and Brain, Humboldt-Universität Zu Berlin, Unter den Linden 6, 10099, Berlin, Germany
| | - Irina Baskow
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany
- Department of Psychology, Humboldt-Universität Zu Berlin, Unter den Linden 6, 10099, Berlin, Germany
| | - Pia Geise
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany
- Universität Potsdam, Am Neuen Palais 10, 14469, Potsdam, Germany
| | - Cyril Belica
- Department of Digital Linguistics, Leibniz-Institut für Deutsche Sprache, R5, 6-13, 68161, Mannheim, Germany
| | - Hannes Ole Tiedt
- Department of Neurology, Motor and Cognition Group, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany
| | - Behnoush Behnia
- Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin (CBF), Hindenburgdamm 30, 12203, Berlin, Germany
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10
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Barzy M, Ferguson HJ, Williams DM. Perspective influences eye movements during real-life conversation: Mentalising about self versus others in autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 24:2153-2165. [PMID: 32643399 PMCID: PMC7539613 DOI: 10.1177/1362361320936820] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
LAY ABSTRACT Previous lab-based studies suggest that autistic individuals are less attentive to social aspects of their environment. In our study, we recorded the eye movements of autistic and typically developing adults while they engaged in a real-life social interaction with a partner. Results showed that autistic adults were less likely than typically developing adults to look at the experimenter's face, and instead were more likely to look at the background. Moreover, the perspective that was adopted in the conversation (talking about self versus others) modulated the patterns of eye movements in autistic and non-autistic adults. Overall, people spent less time looking at their conversation partner's eyes and face and more time looking at the background, when talking about an unfamiliar other compared to when talking about themselves. This pattern was magnified among autistic adults. We conclude that allocating attention to social information during conversation is cognitively effortful, but this can be mitigated when talking about a topic that is familiar to them.
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11
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Partner Perceptions of Conversations with Individuals with Autism Spectrum Disorder. J Autism Dev Disord 2020; 50:1182-1197. [PMID: 31894461 DOI: 10.1007/s10803-019-04348-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Pragmatic difficulties resulting in problems with reciprocal conversation are widely studied in individuals with autism spectrum disorder (ASD). There is some consensus on the conversation differences between individuals with autism compared to neurotypical groups and groups with other developmental delays. There is little information on whether conversation partners (neurotypical or with ASD) of individuals with ASD find these differences problematic. The results indicate that behaviors reported to be the most problematic were not necessarily behaviors commonly addressed in research. Further, some conversational capacities that have received less research focus were perceived as more problematic. Although conversation partners who had ASD themselves reported the frequency of behaviors similarly to the neurotypical group, they did not find the behaviors as problematic.
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12
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Hilvert E, Davidson D, Gámez PB. Assessment of Personal Narrative Writing in Children with and without Autism Spectrum Disorder. RESEARCH IN AUTISM SPECTRUM DISORDERS 2020; 69:101453. [PMID: 32863860 PMCID: PMC7453741 DOI: 10.1016/j.rasd.2019.101453] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. METHOD This study included 22 children with ASD and 22 NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. RESULTS The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. CONCLUSIONS Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions.
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Affiliation(s)
- Elizabeth Hilvert
- Department of Psychology, Loyola University Chicago 1032 W. Sheridan Rd. Chicago, IL, 60660, USA
| | - Denise Davidson
- Department of Psychology, Loyola University Chicago 1032 W. Sheridan Rd. Chicago, IL, 60660, USA
| | - Perla B. Gámez
- Department of Psychology, Loyola University Chicago 1032 W. Sheridan Rd. Chicago, IL, 60660, USA
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13
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Boorse J, Cola M, Plate S, Yankowitz L, Pandey J, Schultz RT, Parish-Morris J. Linguistic markers of autism in girls: evidence of a "blended phenotype" during storytelling. Mol Autism 2019; 10:14. [PMID: 30962869 PMCID: PMC6436231 DOI: 10.1186/s13229-019-0268-2] [Citation(s) in RCA: 33] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 03/17/2019] [Indexed: 11/10/2022] Open
Abstract
Background Narrative abilities are linked to social impairment in autism spectrum disorder (ASD), such that reductions in words about cognitive processes (e.g., think, know) are thought to reflect underlying deficits in social cognition, including Theory of Mind. However, research suggests that typically developing (TD) boys and girls tell narratives in sex-specific ways, including differential reliance on cognitive process words. Given that most studies of narration in ASD have been conducted in predominantly male samples, it is possible that prior results showing reduced cognitive processing language in ASD may not generalize to autistic girls. To answer this question, we measured the relative frequency of two kinds of words in stories told by autistic girls and boys: nouns (words that indicate object-oriented storytelling) and cognitive process words (words like think and know that indicate mentalizing or attention to other peoples' internal states). Methods One hundred two verbally fluent school-aged children [girls with ASD (N = 21) and TD (N = 19), and boys with ASD (N = 41) and TD (N = 21)] were matched on age, IQ, and maternal education. Children told a story from a sequence of pictures, and word frequencies (nouns, cognitive process words) were compared. Results Autistic children of both sexes consistently produced a greater number of nouns than TD controls, indicating object-focused storytelling. There were no sex differences in cognitive process word use in the TD group, but autistic girls produced significantly more cognitive process words than autistic boys, despite comparable autism symptom severity. Thus, autistic girls showed a unique narrative profile that overlapped with autistic boys and typical girls/boys. Noun use correlated significantly with parent reports of social symptom severity in all groups, but cognitive process word use correlated with social ability in boys only. Conclusion This study extends prior research on autistic children's storytelling by measuring sex differences in the narratives of a relatively large, well-matched sample of children with and without ASD. Importantly, prior research showing that autistic children use fewer cognitive process words is true for boys only, while object-focused language is a sex-neutral linguistic marker of ASD. These findings suggest that sex-sensitive screening and diagnostic methods-preferably using objective metrics like natural language processing-may be helpful for identifying autistic girls, and could guide the development of future personalized treatment strategies.
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Affiliation(s)
- Jaclin Boorse
- Lehigh University, College of Education, 111 Research Drive, Bethlehem, PA 18015 USA
| | - Meredith Cola
- Center for Autism Research, Children’s Hospital of Philadelphia, 2716 South St, Philadelphia, PA 19104 USA
| | - Samantha Plate
- Center for Autism Research, Children’s Hospital of Philadelphia, 2716 South St, Philadelphia, PA 19104 USA
| | - Lisa Yankowitz
- Center for Autism Research, Children’s Hospital of Philadelphia, 2716 South St, Philadelphia, PA 19104 USA
- Department of Psychology, University of Pennsylvania, Philadelphia, USA
| | - Juhi Pandey
- Center for Autism Research, Children’s Hospital of Philadelphia, 2716 South St, Philadelphia, PA 19104 USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
| | - Robert T. Schultz
- Center for Autism Research, Children’s Hospital of Philadelphia, 2716 South St, Philadelphia, PA 19104 USA
- Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
| | - Julia Parish-Morris
- Center for Autism Research, Children’s Hospital of Philadelphia, 2716 South St, Philadelphia, PA 19104 USA
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
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14
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Misailidi P. Individual Differences in Children's Understanding of Guilt: Links with Theory of Mind. The Journal of Genetic Psychology 2018; 179:219-229. [PMID: 29958088 DOI: 10.1080/00221325.2018.1474848] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
The author examined the relation between individual differences in children's understanding of guilt and theory of mind (ToM) ability. Two hundred and eighteen 8- to 10-year-old children were asked to define what guilt is and report a personal experience in which they felt this emotion. ToM was assessed with the Reading the Mind in the Eyes Test (Children's version; Baron-Cohen et al., 2001) and with the Strange Stories test (Happè, 1994). There were marked differences in children's understanding of guilt even after controlling for age. Moreover, high levels of understanding of guilt were associated with high levels of performance on both ToM tests. The theoretical and practical implications of these results are discussed.
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Affiliation(s)
- Plousia Misailidi
- a Department of Primary Education , University of Ioannina , Ioannina , Greece
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15
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He AX, Luyster R, Hong SJ, Arunachalam S. Personal pronoun usage in maternal input to infants at high vs. low risk for autism spectrum disorder. FIRST LANGUAGE 2018; 38:520-537. [PMID: 30828112 PMCID: PMC6395047 DOI: 10.1177/0142723718782634] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Children with autism spectrum disorder (ASD) are prone to personal pronoun difficulties. This paper investigates maternal input as a potential contributing factor, focusing on an early developmental stage before ASD diagnosis. Using Quigley and McNally's (2013) corpus of maternal speech to infants (3-19 months; N = 19) who are either at high or low risk for a diagnosis of ASD (Quigley & McNally, 2013), we asked whether mothers used fewer pronouns with high-risk infants. Indeed, high-risk infants heard fewer second-person pronouns relative to their names than low-risk infants. We further investigated the contexts in which mothers were using infants' names. Our results indicated that mothers of high-risk infants often used the infants' names simply to get their attention by calling them. We suggest that high-risk infants may thus hear relatively fewer pronouns because their mothers spend more time trying to get their attention. This may be related to differences in social-communicative behavior between low-risk and high-risk infants.
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Affiliation(s)
- Angela Xiaoxue He
- Boston University, Department of Speech, Language, and Hearing Sciences
| | - Rhiannon Luyster
- Emerson College, Department of Communication Sciences and Disorders
| | - Sung Ju Hong
- Boston University, Department of Speech, Language, and Hearing Sciences
- University of Bath, UK, Department of Psychology
| | - Sudha Arunachalam
- Boston University, Department of Speech, Language, and Hearing Sciences
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16
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Vigliocco G, Ponari M, Norbury C. Learning and Processing Abstract Words and Concepts: Insights From Typical and Atypical Development. Top Cogn Sci 2018; 10:533-549. [PMID: 29785838 DOI: 10.1111/tops.12347] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2017] [Revised: 03/02/2018] [Accepted: 03/13/2018] [Indexed: 11/27/2022]
Abstract
The paper describes two plausible hypotheses concerning the learning of abstract words and concepts. According to a first hypothesis, children would learn abstract words by extracting co-occurrences among words in linguistic input, using, for example, mechanisms as described by models of Distributional Semantics. According to a second hypothesis, children would exploit the fact that abstract words tend to have more emotional associations than concrete words to infer that they refer to internal/mental states. Each hypothesis makes specific predictions with regards to when and which abstract words are more likely to be learned; also they make different predictions concerning the impact of developmental disorders. We start by providing a review of work characterizing how abstract words and concepts are learned in development, especially between the ages of 6 and 12. Second, we review some work from our group that tests the two hypotheses above. This work investigates typically developing (TD) children and children with atypical development (developmental language disorders [DLD] and autism spectrum disorder [ASD] with and without language deficits). We conclude that the use of strategies based on emotional information, or on co-occurrences in language, may play a role at different developmental stages.
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17
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Kumazaki H, Warren Z, Swanson A, Yoshikawa Y, Matsumoto Y, Takahashi H, Sarkar N, Ishiguro H, Mimura M, Minabe Y, Kikuchi M. Can Robotic Systems Promote Self-Disclosure in Adolescents with Autism Spectrum Disorder? A Pilot Study. Front Psychiatry 2018; 9:36. [PMID: 29479324 PMCID: PMC5811466 DOI: 10.3389/fpsyt.2018.00036] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Accepted: 01/29/2018] [Indexed: 11/30/2022] Open
Abstract
Research suggests that many individuals with autism spectrum disorder (ASD) often demonstrate challenges providing appropriate levels of information during conversational interchanges. Considering the preference of individuals with ASD, and recent rapid technological advances, robotic systems may yield promise in promoting certain aspects of conversation and interaction such as self-disclosure of appropriate personal information. In the current work, we evaluated personal disclosures of events with specific emotional content across two differing robotic systems (android and simplistic humanoid) and human interactions. Nineteen participants were enrolled in this study: 11 (2 women and 9 men) adolescents with ASD and 8 (4 women and 4 men) adolescents with TD. Each participant completed a sequence of three interactions in a random order. Results indicated differences regarding comfort level and length of disclosures between adolescents with ASD and typically developing (TD) controls in relation to system interactions. Specifically, adolescents with ASD showed a preference for interacting with the robotic systems compared to TD controls and demonstrated lengthier disclosures when interacting with the visually simple humanoid robot compared to interacting with human interviewer. The findings suggest that robotic systems may be useful in eliciting and promoting aspects of social communication such as self-disclosure for some individuals with ASD.
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Affiliation(s)
- Hirokazu Kumazaki
- Department of Clinical Research on Social Recognition and Memory, Research Center for Child Mental Development, Kanazawa University, Ishikawa, Japan
| | - Zachary Warren
- Department of Pediatrics, Vanderbilt Kennedy Center, Nashville, TN, United States.,Department of Psychiatry, Vanderbilt Kennedy Center, Nashville, TN, United States.,Departments of Special Education, Vanderbilt Kennedy Center, Nashville, TN, United States
| | - Amy Swanson
- Treatment and Research Institute of Autism Spectrum Disorders, Vanderbilt Kennedy Center, Nashville, TN, United States
| | - Yuichiro Yoshikawa
- Department of Systems Innovation, Graduate School of Engineering Science, Osaka University, Osaka, Japan
| | - Yoshio Matsumoto
- Interaction Service Robotics Research Group, Intelligent Systems Institute, National Institute of Advanced Industrial Science and Technology, Ibaraki, Japan
| | - Hideyuki Takahashi
- Department of Systems Innovation, Graduate School of Engineering Science, Osaka University, Osaka, Japan
| | - Nilanjan Sarkar
- Department of Mechanical Engineering, Vanderbilt University, Nashville, TN, United States
| | - Hiroshi Ishiguro
- Department of Systems Innovation, Graduate School of Engineering Science, Osaka University, Osaka, Japan
| | - Masaru Mimura
- Department of Neuropsychiatry, Keio University School of Medicine, Tokyo, Japan
| | - Yoshio Minabe
- Department of Clinical Research on Social Recognition and Memory, Research Center for Child Mental Development, Kanazawa University, Ishikawa, Japan
| | - Mitsuru Kikuchi
- Department of Clinical Research on Social Recognition and Memory, Research Center for Child Mental Development, Kanazawa University, Ishikawa, Japan
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18
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McDonnell CG, Valentino K, Diehl JJ. A developmental psychopathology perspective on autobiographical memory in autism spectrum disorder. DEVELOPMENTAL REVIEW 2017. [DOI: 10.1016/j.dr.2017.01.001] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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19
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Naigles LR, Tek S. 'Form is easy, meaning is hard' revisited: (re) characterizing the strengths and weaknesses of language in children with autism spectrum disorder. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2017; 8. [PMID: 28263441 DOI: 10.1002/wcs.1438] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2016] [Revised: 12/17/2016] [Accepted: 12/20/2016] [Indexed: 11/10/2022]
Abstract
Children with autism spectrum disorder (ASD) demonstrate impairments in social interaction and communication, and in repetitive/stereotypical behaviors. The degree to which children with ASD also manifest impairments in structural language-such as lexicon and grammar-is currently quite controversial. We reframe this controversy in terms of Naigles' (Naigles, Cognition 2002, 86: 157-199) 'form is easy, meaning is hard' thesis, and propose that the social difficulties of children with ASD will lead the meaning-related components of their language to be relatively more impaired than the form-related components. Our review of the extant literature supports this proposal, with studies (1) reporting that children with ASD demonstrate significant challenges in the areas of pragmatics and lexical/semantic organization and (2) highlighting their good performance on grammatical assessments ranging from wh-questions to reflexive pronouns. Studies on children with ASD who might have a co-morbid grammatical impairment are discussed in light of the absence of relevant lexical-semantic data from the same children. Most importantly, we present direct comparisons of assessments of lexical/semantic organization and grammatical knowledge from the same children from our laboratory, all of which find more children at a given age demonstrating grammatical knowledge than semantic organization. We conclude with a call for additional research in which in-depth grammatical knowledge and detailed semantic organization are assessed in the same children. WIREs Cogn Sci 2017, 8:e1438. doi: 10.1002/wcs.1438 This article is categorized under: Linguistics > Language Acquisition Linguistics > Language in Mind and Brain Neuroscience > Development.
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Affiliation(s)
| | - Saime Tek
- University of Connecticut, Storrs, CT, USA
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20
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Baixauli I, Colomer C, Roselló B, Miranda A. Narratives of children with high-functioning autism spectrum disorder: A meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 59:234-254. [PMID: 27643571 DOI: 10.1016/j.ridd.2016.09.007] [Citation(s) in RCA: 42] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2016] [Revised: 07/24/2016] [Accepted: 09/10/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND The aim of this meta-analysis was to analyze the narrative performance of children and adolescents with high-functioning Autism Spectrum Disorders (ASD) in terms of microstructure, macrostructure and internal state language. METHOD A systematic literature search yielded 24 studies that met the predetermined inclusion criteria. Effect sizes for each study were calculated for eight variables and analyzed using a random effects model. Intellectual ability, age and type of narrative were considered as potential moderators. RESULTS Results revealed that the children with ASD performed significantly worse than their peers on all the variables considered. CONCLUSIONS Findings are discussed taking into account the main explanatory psychological autism theories. Implications for intervention and orientations for future research are suggested.
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Affiliation(s)
- Inmaculada Baixauli
- Universidad Católica de Valencia San Vicente Martir-Campus Capacitas, C/de Quevedo, 2, 46001 Valencia, Spain.
| | - Carla Colomer
- Universidad Jaume I, Avenida de Vicent Sos Baynat, s/n, 12071 Castellón, Spain.
| | - Belén Roselló
- Universidad de Valencia, Av. de Blasco Ibáñez, 13, 46010 Valencia, Spain.
| | - Ana Miranda
- Universidad de Valencia, Av. de Blasco Ibáñez, 13, 46010 Valencia, Spain.
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21
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Sah WH, Torng PC. Production of mental state terms in narratives of Mandarin-speaking children with autism spectrum disorder. CLINICAL LINGUISTICS & PHONETICS 2016; 31:174-191. [PMID: 27645369 DOI: 10.1080/02699206.2016.1219920] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
This study investigates the ability of Mandarin-speaking children with autism spectrum disorder (ASD) to use mental state terms in narratives. The narrative data are from 16 children with ASD and 16 typically developing children, matched on language and cognitive abilities. The narratives were elicited using Frog, where are you? Participants' use of lexical expressions referring to emotion, cognition, desire and perception was examined. The 'deer episode' of the story was chosen to analyse children's ability to talk about misrepresentation. The results reveal that the two groups of children performed comparably in basic narrative measures, overall use of mental state terms and references to the misrepresentation. The outcomes underscore the importance of examining different types of mental state terms separately. These findings are discussed in relation to linguistic and cognitive factors in mental-state attribution.
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Affiliation(s)
- Wen-Hui Sah
- a Department of English , National Chengchi University , Taipei City , Taiwan
| | - Pao-Chuan Torng
- b Department of Speech Language Pathology and Audiology , National Taipei University of Nursing and Health Sciences , Taipei City , Taiwan
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22
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Brezis RS. Memory integration in the autobiographical narratives of individuals with autism. Front Hum Neurosci 2015; 9:76. [PMID: 25741270 PMCID: PMC4327287 DOI: 10.3389/fnhum.2015.00076] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2014] [Accepted: 01/30/2015] [Indexed: 11/13/2022] Open
Affiliation(s)
- Rachel S Brezis
- Sagol Center for Applied Neuroscience, School of Psychology, Interdisciplinary Center Herzliya, Israel
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23
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Lartseva A, Dijkstra T, Buitelaar JK. Emotional language processing in autism spectrum disorders: a systematic review. Front Hum Neurosci 2015; 8:991. [PMID: 25610383 PMCID: PMC4285104 DOI: 10.3389/fnhum.2014.00991] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2014] [Accepted: 11/20/2014] [Indexed: 12/27/2022] Open
Abstract
In his first description of Autism Spectrum Disorders (ASD), Kanner emphasized emotional impairments by characterizing children with ASD as indifferent to other people, self-absorbed, emotionally cold, distanced, and retracted. Thereafter, emotional impairments became regarded as part of the social impairments of ASD, and research mostly focused on understanding how individuals with ASD recognize visual expressions of emotions from faces and body postures. However, it still remains unclear how emotions are processed outside of the visual domain. This systematic review aims to fill this gap by focusing on impairments of emotional language processing in ASD. We systematically searched PubMed for papers published between 1990 and 2013 using standardized search terms. Studies show that people with ASD are able to correctly classify emotional language stimuli as emotionally positive or negative. However, processing of emotional language stimuli in ASD is associated with atypical patterns of attention and memory performance, as well as abnormal physiological and neural activity. Particularly, younger children with ASD have difficulties in acquiring and developing emotional concepts, and avoid using these in discourse. These emotional language impairments were not consistently associated with age, IQ, or level of development of language skills. We discuss how emotional language impairments fit with existing cognitive theories of ASD, such as central coherence, executive dysfunction, and weak Theory of Mind. We conclude that emotional impairments in ASD may be broader than just a mere consequence of social impairments, and should receive more attention in future research.
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Affiliation(s)
- Alina Lartseva
- Department of Cognitive Neuroscience, Donders Centre for Neuroscience, Radboud University Medical CentreNijmegen, Netherlands
- International Max Planck Research School for Language Sciences, Max Planck Institute for PsycholinguisticsNijmegen, Netherlands
| | - Ton Dijkstra
- Donders Centre for Cognition, Radboud University NijmegenNijmegen, Netherlands
| | - Jan K. Buitelaar
- Department of Cognitive Neuroscience, Donders Centre for Neuroscience, Radboud University Medical CentreNijmegen, Netherlands
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24
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Using self-management to improve the reciprocal social conversation of children with autism spectrum disorder. J Autism Dev Disord 2014; 44:1055-63. [PMID: 24127164 DOI: 10.1007/s10803-013-1956-y] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Individuals with autism spectrum disorders often exhibit difficulties with reciprocal social conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal social conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naïve observers indicated that the intervention led to meaningful improvements during conversation, including interest, naturalness, and desirability as a conversational partner.
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