Masoumi Elham, Soleymani Zahra, Modarresi Yahya, Maroufizadeh Saman, Mohseni Farnaz
Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran.
Faculty of Linguistics, Institute for Humanities and Cultural Studies, Tehran, Iran.
Med J Islam Repub Iran. 2024 Oct 14;38:118. doi: 10.47176/mjiri.38.118. eCollection 2024.
Children with autism spectrum disorders (ASD) show prominent deficits in pragmatic aspects of language such as spoken narrative. Deficits in spoken narrative in school years lead to deficits in reading comprehension. Therefore, this randomized clinical trial research examined the influence of narrative intervention on spoken narrative and reading comprehension abilities in children with ASD.
In the current double-blind, randomized clinical trial study, 21 students with ASD from second to seventh grade participated in the study. Two intervention methods were provided three times a week and a total of 24 sessions of 45 minutes. The experimental group received the Supporting Knowledge in Language and Literacy (SKILL) program and the control group received Traditional Language Therapy (TLT). The score of macrostructures, microstructures, perspective-taking index, narrative complexity, Story knowledge index, and reading comprehension score were measured pre and post-intervention. ANCOVA was used for between- within-group comparisons analysis.
The experimental group indicated significant improvement in macrostructure ( < 0.001, η = 0.614), microstructure ( = 0.012, η = 0.303), narrative complexity ( < 0.001, η = 0.585), story knowledge index ( < 0.001, η = 0.574) and perspective taking index ( < 0.001, η = 0.553) compared to the control group. However, the difference between the two groups in reading comprehension skills was not significant in post-intervention ( = 0.457, η = 0.031).
The results showed the efficacy of the three stages of the SKILL program compared to TLT in spoken narrative. Also, the results of the study showed that the SKILL program and TLT have the same effect on improving reading comprehension.
自闭症谱系障碍（ASD）儿童在语言的语用方面，如口语叙事，表现出明显缺陷。学龄期口语叙事方面的缺陷会导致阅读理解能力下降。因此，这项随机临床试验研究考察了叙事干预对ASD儿童口语叙事和阅读理解能力的影响。
在当前这项双盲随机临床试验研究中，21名二至七年级的ASD学生参与了研究。两种干预方法每周提供三次，共24节，每节45分钟。实验组接受语言与读写支持知识（SKILL）项目，对照组接受传统语言疗法（TLT）。在干预前后测量宏观结构、微观结构、观点采择指数、叙事复杂性、故事知识指数和阅读理解分数。使用协方差分析进行组间和组内比较分析。
与对照组相比，实验组在宏观结构（<0.001，η = 0.614）、微观结构（=0.012，η = 0.303）、叙事复杂性（<0.001，η = 0.585）、故事知识指数（<0.001，η = 0.574）和观点采择指数（<0.001，η = 0.553）方面有显著改善。然而，干预后两组在阅读理解技能方面的差异不显著（=0.457，η = 0.031）。
结果表明，与TLT相比，SKILL项目的三个阶段在口语叙事方面具有有效性。此外，研究结果表明，SKILL项目和TLT在提高阅读理解方面具有相同的效果。
