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KMID : 1036820170220010090
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Communication Sciences & Disorders
2017 Volume.22 No. 1 p.90 ~ p.100
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Spoken and Written Story Production Ability of School-Aged Children with High-Functioning Autism Spectrum Disorders
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Cho Hyun-Jun
Lee Hee-Ran
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Abstract
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Objectives: The present study examined story production ability, which is necessary for educational success, by using speaking and writing methods to investigate the narrative abilities of school-aged children with high-functioning autism spectrum disorders (HFA).
Methods: Fifteen children with HFA and 15 receptive vocabulary ability-matched, typically developing children (TD) participated in this study. A story “Frog, Where Are You,” was used to test spoken and written story production ability.
Results: First, HFA group showed significantly lower performance than the TD group on the speaking and writing tasks in the number of cohesive devices used, total amount of story grammar used, number of full episodes, MLC-w (mean length of communication for word), and NDW (number of different words). However, there was no significant difference between the two groups in terms of the total C-units. Second, the two groups showed significantly higher performance in speaking than that of writing in the number of cohesive devices used, total amount of story grammar used, total C-units, and NDW. However, there was no significant difference between production methods in MLC-w and the number of full episodes.
Conclusion: Children with HFA have difficulties with syntactic complexity and vocabulary diversity including the ability to arrange a story and to use cohesive devices and linguistic markers, despite similar length of C-units in story production. It is important to identify their story production ability not only through speaking, but by also considering their writing.
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KEYWORD
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High-functioning autism spectrum disorder, Story, School-aged children, Speaking, Writing
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Listed journal information
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