Beyond Sentences: Using the Expression, Reception, and Recall of Narratives Instrument to Assess Communication in School-Aged Children with Autism Spectrum Disorder

Autor/inn/en	Volden, Joanne; Dodd, Erin; Engel, Kathleen; Smith, Isabel M.; Szatmari, Peter; Fombonne, Eric; Zwaigenbaum, Lonnie; Mirenda, Pat; Bryson, Susan; Roberts, Wendy; Vaillancourt, Tracy; Waddell, Charlotte; Elsabbagh, Mayada; Bennett, Teresa; Georgiades, Stelios; Duku, Eric
Titel	Beyond Sentences: Using the Expression, Reception, and Recall of Narratives Instrument to Assess Communication in School-Aged Children with Autism Spectrum Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 60 (2017) 8, S.2228-2240 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2017_JSLHR-L-16-0168
Schlagwörter	Autism; Pervasive Developmental Disorders; Communication Skills; Expressive Language; Receptive Language; Recall (Psychology); Communication Problems; Severity (of Disability); Language Skills; Adjustment (to Environment); Language Tests; Scores; Correlation; Cognitive Ability; Children; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Autismus; Kommunikationsstil; Rezeptive Kommunikationsfähigkeit; Abberufung; Kommunikationsbarriere; Schweregrad; Language skill; Sprachkompetenz; Language test; Sprachtest; Korrelation; Denkfähigkeit; Child; Kind; Kinder
Abstract	Purpose: Impairments in the social use of language are universal in autism spectrum disorder (ASD), but few standardized measures evaluate communication skills above the level of individual words or sentences. This study evaluated the Expression, Reception, and Recall of Narrative Instrument (ERRNI; Bishop, 2004) to determine its contribution to assessing language and communicative impairment beyond the sentence level in children with ASD. Method: A battery of assessments, including measures of cognition, language, pragmatics, severity of autism symptoms, and adaptive functioning, was administered to 74 8- to 9-year-old intellectually able children with ASD. Results: Average performance on the ERRNI was significantly poorer than on the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). In addition, ERRNI scores reflecting the number and quality of relevant story components included in the participants' narratives were significantly positively related to scores on measures of nonverbal cognitive skill, language, and everyday adaptive communication, and significantly negatively correlated with the severity of affective autism symptoms. Conclusion: Results suggest that the ERRNI reveals discourse impairments that may not be identified by measures that focus on individual words and sentences. Overall, the ERRNI provides a useful measure of communicative skill beyond the sentence level in school-aged children with ASD. [The Pathways in AST study team assisted in the writing of this article.] (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01