Title of Oral/Poster Presentation

Relationship between Narrative Intervention and Syntactic Complexity in Stories composed by children with ASD and SLI

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

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Apr 12th, 12:00 PM Apr 12th, 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.