The Autism Diagnostic Observation Schedule and narrative assessment: evidence for specific narrative impairments in autism spectrum disorders

Banney, Rebeca M., Harper-Hill, Keely and Arnott, Wendy L. (2015) The Autism Diagnostic Observation Schedule and narrative assessment: evidence for specific narrative impairments in autism spectrum disorders. International Journal of Speech-Language Pathology, 17 2: 159-171. doi:10.3109/17549507.2014.977348


Author Banney, Rebeca M.
Harper-Hill, Keely
Arnott, Wendy L.
Title The Autism Diagnostic Observation Schedule and narrative assessment: evidence for specific narrative impairments in autism spectrum disorders
Journal name International Journal of Speech-Language Pathology   Check publisher's open access policy
ISSN 1754-9507
1754-9515
Publication date 2015-04-01
Sub-type Article (original research)
DOI 10.3109/17549507.2014.977348
Volume 17
Issue 2
Start page 159
End page 171
Total pages 13
Place of publication London, United Kingdom
Publisher Informa Healthcare
Language eng
Formatted abstract
Purpose: The Autism Diagnostic Observation Schedule (ADOS) contains a narrative generation task in which clients tell a story from a wordless picture book; however, the resulting narrative is not usually examined for its linguistic properties. This study aimed to examine narrative generation in autism spectrum disorder (ASD) by comparing narratives elicited from children with ASD during the ADOS to those produced by language-matched typically-developing (TD) peers.

Method: Participants were children with ASD (n = 11) and TD controls (n = 17). Both groups were aged 9–15 years and were matched for expressive and receptive language skills and non-verbal intelligence. Narratives were analysed for local structure elements (length, fluency, errors, semantics and syntax), cohesion and global elements (story grammar and internal state language).

Result: Results indicated that the narratives of the children with ASD were syntactically less complex, contained more ambiguous pronouns and included fewer story grammar elements than their control counterparts; with further analysis showing differences between younger and older children.

Conclusion: The present findings provide evidence that children with ASD exhibit subtle story generation impairments and provide preliminary support for the inclusion of narratives elicited as part of the ADOS in the assessment of specific language skills in this population.
Keyword Story generation
ASD
ADOS
Story grammar
Pronominal referencing
Syntax
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: UQ Centre for Clinical Research Publications
Official 2016 Collection
School of Health and Rehabilitation Sciences Publications
 
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