Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD - Université Paris Nanterre Access content directly
Book Sections Year : 2019

Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD

Abstract

This chapter describes a short conversational intervention (SCI) procedure aiming to promote narrative skills in young children. The SCI solicits children’s thinking and talk about the causes of the events in a story of a misunderstanding between two characters, The Stone story. We first report results obtained in several previous studies of typically-developing (TD) children in the 4- to 10-year age range, showing the positive immediate, as well as delayed, effect of the procedure from 6 years of age onwards. We then present a new study investigating whether the SCI could also help children with high-functioning Autism Spectrum Disorder (ASD) to narrate stories containing more causal and mental content. Results show that after the SCI these children, like the TD matched controls, provided more explanations and attributed more internal states to the characters, although the latter to a lesser degree than TD controls. The socio-cognitive processes underlying these changes, as well as the implications of using this intervention procedure, are discussed.
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hal-04097505 , version 1 (15-05-2023)

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Edy Veneziano, Marie-Hélène Plumet. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD. Narrative, Literacy and Other Skills, 25, John Benjamins Publishing Company, pp.305-332, 2019, Studies in Narrative, ⟨10.1075/sin.25.14ven⟩. ⟨hal-04097505⟩
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