Narrative Competence and "Internal State Language" of Children with Asperger Syndrome and ADHD

Autor/inn/en	Rumpf, Anna-Lena; Kamp-Becker, Inge; Becker, Katja; Kauschke, Christina
Titel	Narrative Competence and "Internal State Language" of Children with Asperger Syndrome and ADHD
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 5, S.1395-1407 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.03.007
Schlagwörter	Attention Deficit Hyperactivity Disorder; Asperger Syndrome; Children; Oral Language; Story Telling; Cognitive Processes; Sentences; Picture Books; Sentence Structure; Form Classes (Languages); Theory of Mind; Story Reading; Reading Comprehension; Comparative Analysis; Control Groups + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Child; Kind; Kinder; Oral interpretation; Mündlicher Sprachgebrauch; Cognitive process; Kognitiver Prozess; Sentence analysis; Satzanalyse; Picture book; Bilderbuch; Satzbau; Satzstruktur; Analytischer Sprachbau; Leseverstehen
Abstract	The central question of the present study was whether there are differences between children with Asperger Syndrome (AS), children with attention deficit hyperactivity disorder (ADHD) and healthy controls (HC) with respect to the organization of narratives and their verbalization of internal states. Oral narrations of a wordless picture book produced by 31 children (11 with AS, 9 with ADHD, 11 HC, aged 8-12) were analyzed regarding the following linguistic variables: story length, sentence structure and sentence complexity, coherence and cohesion of the stories, verbalization of the narrator's perspective, as well as "internal state language" (verbal reference to mental states). Considerable similarities were noted between the two clinical groups, which deviate from HC children. Narratives of the children with AS and ADHD were shorter than the narratives produced by the HC children. The children of both clinical groups failed to point out the main aspects of the story. In particular, children with AS did not refer to cognitive states as often as the other groups. With respect to narrative coherence, they produced fewer pronominal references than HC children and children with ADHD. In conclusion, the two clinical groups differed from the HC group on a number of features, and a less frequent reference to cognitive states was identified for the children with AS. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10