Date of Award
5-2019
Degree Type
Report
Degree Name
Master of Science (MS)
Department
Communicative Disorders and Deaf Education
Committee Chair(s)
Sandra Gillam
Committee
Sandra Gillam
Committee
Ronald Gillam
Committee
Kathleen Mohr
Abstract
Purpose: The purpose of this study was to compare the effects of a narrative intervention on narrative proficiency and the use of complex sentences for children with Autism Spectrum Disorders (ASD) and children with Developmental Language Disorder (DLD).
Method: Two multiple-baseline across participants studies were conducted. Five participants with ASD ages 8 to 12 and six participants with DLD ages 6;7 to 10;4 participated in each study. Narrative proficiency and syntactic complexity were examined during baseline, intervention, and follow-up periods.
Results: All of the children in the ASD increased in narrative and syntactic complexity by the end of the study. Three of the four in the DLD group demonstrated improvement in narrative proficiency, and two demonstrated the use of more complex sentences.
Discussion: Students with ASD and DLD may respond differentially to narrative instruction, which is suggestive of different underlying mechanisms contributing to the disorders.
Recommended Citation
Winward, Samantha, "The Relationship Between Narrative Proficiency and Syntactic Complexity of Spontaneously Generated Stories Elicited from Children with Autism Spectrum Disorder as Compared to Those Elicited from Children with Developmental Language Disorder" (2019). All Graduate Plan B and other Reports, Spring 1920 to Spring 2023. 1374.
https://digitalcommons.usu.edu/gradreports/1374
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