Hutchins Tiffany L, Prelock Patricia A
Department of Communication Sciences and Disorders, University of Vermont, Burlington, Vermont.
Semin Speech Lang. 2018 Apr;39(2):125-143. doi: 10.1055/s-0038-1628365. Epub 2018 Mar 20.
Episodic memory (EM) and scene construction are critical for organizing and understanding personally experienced events and for developing several aspects of social cognition including self-concept, identity, introspection, future thinking, counterfactual reasoning, theory of mind, self-regulation, flexible problem-solving, and socially adaptive behavior. This article challenges the reader to think differently about EM in children with autism spectrum disorder (ASD), as we expand our understanding of autobiographical memory that requires an ability to travel back in time and re-experience an event. The role of EM in cognitive and behavioral functioning for children with and without ASD is described. The value of story-based interventions such as Social Stories and Comic Strip Conversations for supporting EM is discussed with adaptations recommended to ensure a rich personal recall of an event. By focusing on EM and scene construction, there is potential for increasing the potency of story-based interventions for achieving maximum therapeutic impact.
情景记忆（EM）和场景构建对于组织和理解个人经历的事件，以及发展社会认知的多个方面至关重要，这些方面包括自我概念、身份认同、内省、未来思考、反事实推理、心理理论、自我调节、灵活解决问题和社会适应性行为。本文促使读者以不同的方式思考自闭症谱系障碍（ASD）儿童的情景记忆，因为我们扩展了对自传体记忆的理解，自传体记忆需要具备回到过去并重新体验事件的能力。本文描述了情景记忆在患有和未患有ASD的儿童的认知和行为功能中的作用。讨论了基于故事的干预措施（如社交故事和连环漫画对话）对支持情景记忆的价值，并推荐了相应的调整方法，以确保对事件有丰富的个人回忆。通过关注情景记忆和场景构建，有可能提高基于故事的干预措施的效力，以实现最大的治疗效果。
