Class
Article
College
Emma Eccles Jones College of Education and Human Services
Faculty Mentor
Sandra Gillam
Presentation Type
Oral Presentation
Abstract
The purpose of this study was to compare the outcomes of children with Autism Spectrum Disorders (ASD) to children with Language Disorder during and after participating in a narrative intervention program. Narrative and syntactic skills were examined in two separate multiple-baseline across participants studies. Students in both groups made gains in narrative and syntactic skills, students with ASD made greater syntactic gains than students with Language Disorder. Clinical implications are discussed.
Location
Room 154
Start Date
4-12-2018 12:00 PM
End Date
4-12-2018 1:15 PM
Relationship between Narrative Intervention and Syntactic Complexity in Stories composed by children with ASD and SLI
Room 154
The purpose of this study was to compare the outcomes of children with Autism Spectrum Disorders (ASD) to children with Language Disorder during and after participating in a narrative intervention program. Narrative and syntactic skills were examined in two separate multiple-baseline across participants studies. Students in both groups made gains in narrative and syntactic skills, students with ASD made greater syntactic gains than students with Language Disorder. Clinical implications are discussed.