The Relationship between Narrative Proficiency and Syntactic Complexity of Story Retells Elicited from Children with ASD Spectrum Disorders (ASD)
Utah State University, Language and Literacy Clinic; 2610 Old Main Hill; Logan, UT, USA
- *Corresponding Author:
- Sandra L Gillam, PhD
Language and Literacy Clinic
2610 Old Main Hill; Logan
Email: [email protected]
Received date: 4th May 2016; Accepted date: 13th June 2016; Published date: 20th June, 2016
Citation: Israelsen M, Gillam SL (2016) The Relationship between Narrative Proficiency and Syntactic Complexity of Story Retells Elicited from Children with ASD Spectrum Disorders (ASD). Autism Open Access 6:181. doi:10.4172/2165-7890.1000181
Copyright: © 2016 . This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Purpose: The purpose of this study was to examine the syntactic complexity of story retells of 5 children ranging in age from 8-12 with ASD Spectrum Disorder before, during and after narrative intervention. Method: Children participated in narrative intervention for 45 minutes, twice weekly for a period of time ranging from 19 to 33 sessions. Results: Results indicated that during baseline when children were not receiving instruction, their story retells contained more simple sentences than complex sentences. The use of complex sentences was observed to increase as children became more proficient in their narrative production skills. Discussion: Students generally improved on narrative discourse skills as a result of participating in the narrative intervention. The implications for clinicians working with students with ASD are compelling and suggest that narrative intervention may be associated with the additional benefit of improved complex sentence use.