Gillam Sandra Laing, Hartzheim Daphne, Studenka Breanna, Simonsmeier Vicki, Gillam Ronald
J Speech Lang Hear Res. 2015 Jun;58(3):920-33. doi: 10.1044/2015_JSLHR-L-14-0295.
This study was conducted to determine whether a narrative intervention program that targeted the use of mental state and causal language resulted in positive gains in narrative production for children with autism spectrum disorder (ASD).
Five children (2 girls and 3 boys) who had been diagnosed with ASD participated in the study. Children ranged in age from 8 to 12 years and were recruited through an autism clinic. Intervention was provided for two 50-min individual sessions per week for a total of 21-33 sessions (depending on the student). Children's spontaneous stories, collected weekly, were analyzed for overall story complexity, story structure, and the use of mental state and causal language. Following a multiple-baseline across-participants design, data were collected for lagged baseline and intervention phases over a 6-month period.
All of the children made gains on all 3 measures of narration after participating in the instruction, with clear changes in level for all 5 children and changes in trend for 4 of the 5 children. The gains were maintained after intervention was discontinued.
The results demonstrate the efficacy of the 3-phase narrative instruction program for improving the fictional narration abilities of children with ASD.
本研究旨在确定一项针对心理状态和因果语言使用的叙事干预计划是否能使自闭症谱系障碍（ASD）儿童在叙事能力方面取得积极进展。
五名被诊断患有ASD的儿童（2名女孩和3名男孩）参与了该研究。儿童年龄在8至12岁之间，通过一家自闭症诊所招募。每周为儿童提供两次50分钟的个体治疗，共进行21至33次治疗（取决于学生情况）。每周收集儿童的自发故事，分析其整体故事复杂性、故事结构以及心理状态和因果语言的使用情况。采用多基线跨参与者设计，在6个月的时间内收集滞后基线和干预阶段的数据。
所有儿童在参与指导后，在叙事的所有三项指标上都取得了进步，所有5名儿童的水平都有明显变化，5名儿童中有4名儿童的趋势也发生了变化。干预停止后，这些进步得以保持。
结果表明，三阶段叙事指导计划在提高ASD儿童的虚构叙事能力方面具有有效性。
