Perspective Taking through Narratives: An Intervention for Students with ASD

Autor/inn/en	Dodd, Janet L.; Ocampo, Alaine; Kennedy, Kelly S.
Titel	Perspective Taking through Narratives: An Intervention for Students with ASD
Quelle	In: Communication Disorders Quarterly, 33 (2011) 1, S.23-33 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740110395014
Schlagwörter	Story Grammar; Intervention; Semantics; Autism; Perspective Taking; Speech Language Pathology; Pervasive Developmental Disorders; Teaching Methods; Narration; Outcomes of Education; Language Impairments + Suchen Sie Ihr Suchwort? Semantik; Autismus; Zukunftsperspektive; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	This study investigated the use of a narrative-based language intervention program for teaching perspective-taking skills to students with autism spectrum disorders (ASD). The participants consisted of 18 students between the ages of 9 years 7 months and 12 years 2 months (M = 10:8) who had a diagnosis of an ASD. Students received 500 minutes of either a narrative-based intervention that focused on teaching perspective taking (PTI) or a traditional narrative-based language intervention (NBLI) that focused on story elements and semantics. Intervention was provided in small groups consisting of five students and one speech-language pathologist. The participants who received the PTI demonstrated greater growth in their ability to retell the story from the perspective of different characters compared to those who participated in the NBLI. Clinical implications are included. (Contains 7 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10