Home Linguistics & Semiotics Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD
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Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD

  • Edy Veneziano and Marie-Hélène Plumet
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Narrative, Literacy and Other Skills
This chapter is in the book Narrative, Literacy and Other Skills

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.

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.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements ix
  4. List of contributors xi
  5. About the authors xv
  6. Introduction to narrative, literacy and other skills 1
  7. Part I. The importance of oral narratives for literacy, language and socio-cognitive skills
  8. Chapter 1. The developing language foundation for reading comprehension 21
  9. Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms 43
  10. Chapter 3. Do children’s oral retellings of narrative and informational texts predict scores on a standardized reading comprehension test? 69
  11. Chapter 4. Does emotional narrative context influence retention of newly learned words? 91
  12. Chapter 5. Enhancing mental state language and emotion understanding of toddlers’ social cognition 109
  13. Chapter 6. The effects of bookreading with and without mental state themes on preschoolers’ theory of mind 129
  14. Chapter 7. Using narrative thinking in argumentative writing 151
  15. Part II. Promoting narrative skills
  16. Chapter 8. New frontiers in facilitating narrative skills in children and adolescents 173
  17. Chapter 9. Precursors of narrative abilities 201
  18. Chapter 10. Enriching parent-child discourse during book sharing 223
  19. Chapter 11. Investigating the effectiveness of the Our Story App to increase children’s narrative skills 245
  20. Chapter 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children 263
  21. Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD 285
  22. Subject index 313
https://doi.org/10.1075/sin.25.14ven

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements ix
  4. List of contributors xi
  5. About the authors xv
  6. Introduction to narrative, literacy and other skills 1
  7. Part I. The importance of oral narratives for literacy, language and socio-cognitive skills
  8. Chapter 1. The developing language foundation for reading comprehension 21
  9. Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms 43
  10. Chapter 3. Do children’s oral retellings of narrative and informational texts predict scores on a standardized reading comprehension test? 69
  11. Chapter 4. Does emotional narrative context influence retention of newly learned words? 91
  12. Chapter 5. Enhancing mental state language and emotion understanding of toddlers’ social cognition 109
  13. Chapter 6. The effects of bookreading with and without mental state themes on preschoolers’ theory of mind 129
  14. Chapter 7. Using narrative thinking in argumentative writing 151
  15. Part II. Promoting narrative skills
  16. Chapter 8. New frontiers in facilitating narrative skills in children and adolescents 173
  17. Chapter 9. Precursors of narrative abilities 201
  18. Chapter 10. Enriching parent-child discourse during book sharing 223
  19. Chapter 11. Investigating the effectiveness of the Our Story App to increase children’s narrative skills 245
  20. Chapter 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children 263
  21. Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD 285
  22. Subject index 313
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