Narrative discourse in school-age children with high-functioning autism

作者: Janie Y Lai

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摘要: OF THE THESIS Narrative Discourse in School-Age Children with HighFunctioning Autism by Janie Y. Lai Master of Arts Speech, Language, and Hearing Science San Diego State University, 2011 With each passing year, the number children diagnosed high functioning autism (HFA) increases. While numerous studies have documented types severity linguistic social delays toddlers preschoolers HFA, limited research has been done to determine how their profiles change over time. As production narratives requires linguistic, social, cognitive contributions, are useful tools for obtaining a multi-faceted profile HFA. To extend our understanding spoken discourse this population, present study will examine across two contexts: personal narrative elicitation task semistructured conversational task. The goals are: (1) compare performance HFA typically-developing (TD) school-age on task; (2) whether produce semi-structured similarly TD children; (3) quality structured tasks those produced conversation. Twelve individuals autism, ages 8.0-12.0, 25 evenly distributed from eight twelve were administered aforementioned measures. transcripts transcribed coded trained undergraduate graduate students. School-age performed comparably peers measures complex syntax evaluation, but more morphological errors fewer components. They comparable proportion similar topics, compared control group, during Deficits executive organization memory discussed as explanations these results. These results suggest that may provide information when assessing

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