Narrative intervention in school-aged children with autism spectrum disorder: a systematic review

References

• Studies marked with an asterisk were included in the systematic review.
   Google Scholar
• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.
   Google Scholar
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC. doi:10.1176/appi.books.9780890425596
   Google Scholar
• Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 3–25. doi:10.1037/amp0000191
   PubMed Web of Science ®Google Scholar
• Åsberg, J., & Sandberg, A. D. (2010). Discourse comprehension intervention for high-functioning students with autism spectrum disorders: Preliminary findings from a school-based study. Journal of Research in Special Educational Needs, 10(2), 91–98. doi:10.1111/j.1471-3802.2010.01147.x
   Google Scholar
• Baixauli, I., Colomer, C., Rosello, B., & Miranda, A. (2016). Narratives of children with high-functioning autism spectrum disorder: A meta-analysis. Research in Developmental Disabilities, 59, 234–254.
   PubMed Web of Science ®Google Scholar
• Bowles, R. P., Justice, L. M., Khan, K. S., Piasta, S. B., Skibbe, L. E., & Foster, T. D. (2020). Development of the narrative assessment protocol-2: A tool for examining Young children's narrative skill. Language, Speech, and Hearing Services in Schools, 51, 390–404.
   PubMed Web of Science ®Google Scholar
• Bracken, B. A., & McCallum, R. S. (1998). The universal nonverbal intelligence test. Itasca, IL: Riverside.
   Google Scholar
• *Browder, D. M., Root, J. R., Wood, L., & Allison, C. (2017). Effects of a story-mapping procedure using the iPad on the comprehension of narrative texts by students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 32(4), 243–255. doi:10.1177/1088357615611387
   Web of Science ®Google Scholar
• California Department of Education. (n.d.). California education code. California Legislative Information. Retrieved from http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=56001-57000&file=56846-56847.
   Google Scholar
• Capps, L., Losh, M., & Thurber, C. (2000). The frog ate the bug and made his mouth sad": narrative competence in children with autism. Journal of Abnormal Child Psychology, 28(2), 193–204. doi:10.1023/a:1005126915631
   PubMed Web of Science ®Google Scholar
• Carlsson, E., Åsberg Johnels, J., Gillberg, C., & Miniscalco, C. (2020). Narrative skills in primary school children with autism in relation to language and nonverbal temporal sequencing. Journal of Psycholinguistic Research, 49(3), 475–489. doi:10.1007/s10936-020-09703-w
   PubMed Web of Science ®Google Scholar
• Cashin, A., Browne, G., Bradbury, J., & Mulder, A. (2013). The effectiveness of narrative therapy with young people with autism. Journal of Child and Adolescent Psychiatric Nursing, 26(1), 32–41. doi:10.1111/jcap.12020
   PubMedGoogle Scholar
• Chiang, H. M., Tsai, L. Y., Cheung, Y. K., Brown, A., & Li, H. (2014). A meta-analysis of differences in IQ profiles between Individuals with Asperger’s disorder and high-functioning autism. Journal of Autism and Developmental Disorders, 44(7), 1577–1596.
   PubMed Web of Science ®Google Scholar
• Cooper, H., Hedges, L., & Valentine, J. (2019). The handbook of research synthesis and meta-analysis (2nd ed.). New York: Russell Sage.
   Google Scholar
• Curenton, S. M., & Justice, L. M. (2004). African American and Caucasian preschoolers’ Use of decontextualized language. Language, Speech, and Hearing Services in Schools, 35(3), 240–253.
   PubMed Web of Science ®Google Scholar
• Curriculum Development Council. (2017). English language education-key learning area curriculum guide. Hong Kong SAR: The Education Bureau. Retrieved from https://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum-documents.html
   Google Scholar
• de Giambattista, C., Ventura, P., Trerotoli, P., Margari, M., Palumbi, R., & Margari, L. (2019). Subtyping the autism spectrum disorder: Comparison of children with high functioning autism and asperger syndrome. Journal of Autism and Developmental Disorders, 49(1), 138–150. doi:10.1007/s10803-018-3689-4
   PubMed Web of Science ®Google Scholar
• Diehl, J., Bennetto, L., & Young, E. (2006). Story Recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34(1), 87–102. doi:10.1007/s10802-005-9003-x
   PubMed Web of Science ®Google Scholar
• Dillon, G., & Underwood, J. (2012). Computer mediated imaginative storytelling in children with autism. International Journal of Human-Computer Studies, 70(2), 169–178. doi:10.1016/j.ijhcs.2011.10.002
   Web of Science ®Google Scholar
• *Dodd, J. L., Ocampo, A., & Kennedy, K. S. (2011). Perspective taking through narratives: An intervention for students with ASD. Communication Disorders Quarterly, 33(1), 23–33. doi:10.1177/1525740110395014
   Web of Science ®Google Scholar
• Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test (4th ed.). Minneapolis, MN: Pearson Assessments.
   Google Scholar
• Eigsti, I.-M., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(2), 681–691. doi:10.1016/j.rasd.2010.09.001
   Web of Science ®Google Scholar
• *Favot, K., Carter, M., & Stephenson, J. (2018). The effects of an oral narrative intervention on the fictional narrative retells of children with ASD and severe language impairment: A pilot study. Journal of Developmental and Physical Disabilities, 30(5), 615–637. doi:10.1007/s10882-018-9608-y
   Web of Science ®Google Scholar
• *Favot, K., Carter, M., & Stephenson, J. (2019). The effects of oral narrative intervention on the personal narratives of children with ASD and severe language impairment: A pilot study. International Journal of Disability, Development and Education, 66(5), 492–509. doi:10.1080/1034912X.2018.1453049
   Web of Science ®Google Scholar
• Gillam, S., Gillam, R., Fargo, J., Olszewski, A., & Segura, H. (2017). Monitoring indicators of scholarly language: A progress-monitoring instrument for measuring narrative discourse skills. Communication Disorders Quarterly, 38(2), 96–106. doi:10.1177/1525740116651442
   Web of Science ®Google Scholar
• *Gillam, S. L., Hartzheim, D., Studenka, B., Simonsmeier, V., & Gillam, R. (2015). Narrative intervention for children with autism spectrum disorder (ASD). Journal of Speech, Language, and Hearing Research, 58(3), 920–933. doi:10.1044/2015_JSLHR-L-14-0295
   PubMed Web of Science ®Google Scholar
• Giuliani, F., Marchetti, B. C., Perrenoud, V., & El Korh, P. (2016). Is storytelling therapy useful for children with autism spectrum disorders and severe mental retardation? Advanced Techniques in Biology & Medicine, 4(1), 166. doi:10.4172/2379-1764.1000166
   Google Scholar
• Grégoire, G., Derderian, F., & Le Lorier, J. (1995). Selecting the language of the publications included in a meta-analysis: Is there a tower of babel bias? Journal of Clinical Epidemiology, 48(1), 159–163. doi:10.1016/0895-4356(94)00098-b
   PubMed Web of Science ®Google Scholar
• Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25.
   PubMed Web of Science ®Google Scholar
• Higgins, J. P. T., & Green, S. (eds.). (2011). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 [updated March 2011]. The Cochrane Collaboration, 2011. Retrieved from www.handbook.cochrane.org
   Google Scholar
• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. doi:10.1177/001440290507100203
   Web of Science ®Google Scholar
• Johnston, J. (2008). Narratives: Twenty-five years later. Topics in Language Disorders, 28(2), 93–98. doi: 10.1097/01.TLD.0000318931.08807.01
   Web of Science ®Google Scholar
• Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B. (2006). The Index of narrative microstructure: A Clinical tool for analyzing school-Age children’s narrative performances. American Journal of Speech-Language Pathology, 15(2), 177–191. doi:10.1044/1058-0360(2006/017)
   PubMed Web of Science ®Google Scholar
• Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf
   Google Scholar
• Leslie, L., & Caldwell, J. (2010). Qualitative reading inventory (5th ed.). Boston: MA: Pearson.
   Google Scholar
• Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism Diagnostic Observation Schedule: ADOS-2. Torrance, CA: Western Psychological Services.
   Google Scholar
• McCabe, A., Hillier, A., Da Silva, C. M., Queenan, A., & Tauras, M. (2017). Parental mediation in the improvement of narrative skills of high-functioning individuals with autism spectrum disorder. Communication Disorders Quarterly, 38(2), 112–118. doi:10.1177/1525740116669114
   Web of Science ®Google Scholar
• Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. doi:10.1371/journal.pmed1000097
   PubMed Web of Science ®Google Scholar
• Munn, Z., Moola, S., Riitano, D., & Lisy, K. (2014). The development of a critical appraisal tool for use in systematic reviews addressing questions of prevalence. International Journal of Health Policy and Management, 3(3), 123–128. doi: 10.15171/ijhpm.2014.71
   PubMedGoogle Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers.
   Google Scholar
• Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impariments. Interational Journal of Langauge and Communicative Disorders, 38(3), 287–313. doi: 10.1080/136820310000108133
   PubMed Web of Science ®Google Scholar
• Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299. doi:10.1016/j.beth.2010.08.006
   PubMed Web of Science ®Google Scholar
• Petersen, D. B. (2011). A systematic review of narrative-based language intervention with children who have language impairment. Communication Disorders Quarterly, 32(4), 207–220. doi:10.1177/1525740109353937
   Web of Science ®Google Scholar
• Petersen, D. B., & Spencer, T. D. (2010a). Test of narrative retell school age: Examiner’s manual.
   Google Scholar
• Petersen, D. B., & Spencer, T. D. (2010b). The narrative language measures: Test of personal generation.
   Google Scholar
• *Petersen, D. B., Brown, C. L., Ukrainetz, T. A., Wise, C., Spencer, T. D., & Zebre, J. (2014). Systematic individualized narrative language intervention on the personal narratives of children with autism. Language, Speech, and Hearing Services in Schools, 45(1), 67–86. doi:10.1044/2013_LSHSS-12-0099
   PubMed Web of Science ®Google Scholar
• Prutting, C. A., & Kittchner, D. M. (1987). A clinical appraisal of the pragmatic aspects of language. Journal of Speech and Hearing Disorders, 52(2), 105–119. doi:10.1044/jshd.5202.105
   PubMedGoogle Scholar
• Roid, G. (2003). Stanford-Binet intelligence scales (5th ed.). Itasca, IL: Riverside Publishing.
   Google Scholar
• Schopler, E., Van Bourgondien, M. E., & Love, S. R. (2010). Childhood autism rating scale, second edition (CARS-2). Los Angeles, CA: Western Psychological Services.
   Google Scholar
• Semel, E., Wiig, E. H., & Secord, W. A. (2006). Clinical evaluation of language fundamentals: Fourth Ed, Australian and New Zealand Standardised Edition (CELF-4 A&NZ). Sydney: Pearson Clinical Assessment.
   Google Scholar
• Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., … Stewart, L. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: Elaboration and explanation. BMJ, 2015, 349. doi:10.1136/bmj.g7647.
   Google Scholar
• Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770. doi:10.1146/annurev-psych-010418-102803
   PubMed Web of Science ®Google Scholar
• Siller, M., Swanson, M. R., Serlin, G., & Teachworth, A. G. (2014). Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities. Research in Autism Spectrum Disorders, 8(5), 589–596. doi:10.1016/j.rasd.2014.02.002
   PubMed Web of Science ®Google Scholar
• So, W.-C., Cheng, C.-H., Lam, W.-Y., Wong, T., Law, W.-W., Huang, Y.,  Ng, K. C., Tung, H. C., &  Wong, W. (2019). Robot-based play-drama intervention may improve the narrative abilities of Chinese-speaking preschoolers with autism spectrum disorder. Research in Developmental Disabilities, 95. Article 103515. doi:10.1016/j.ridd.2019.103515
   PubMedGoogle Scholar
• Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), Advances in discourse process (Vol. 2): New directions in discourse processing (pp. 53–120). Norwood, NJ: Ablex.
   Google Scholar
• Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1430), 303–314. doi:10.1098/rstb.2002.1198
   PubMed Web of Science ®Google Scholar
• Tager-Flusberg, H., & Sullivan, K. (1995). Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals. Applied Psycholinguistics, 16(3), 241–256. doi:10.1017/S0142716400007281
   Web of Science ®Google Scholar
• Tufanaru, C., Munn, Z., Aromataris, E., Campbell, J., & Hopp, L. (2017). Chapter 3: Systematic reviews of effectiveness. In E. Aromataris, & Z. Munn (Eds), Joanna Briggs Institute Reviewer's Manual. The Joanna Briggs Institute. Retrieved from: https://reviewersmanual.joannabriggs.org/.
   Google Scholar
• Volden, J., Dodd, E., Engel, K., Smith, I. M., Szatmari, P., Fombonne, E., … Duku, E. (2017). Beyond sentences: Using the expression, reception, and Recall of narratives instrument to assess communication in school-aged children With autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 60(8), 2228–2240. doi:10.1044/2017_JSLHR-L-16-0168
   PubMed Web of Science ®Google Scholar
• Voress, J. K., & Maddox, T. (1998). Developmental Assessment of Young Children: DAYC. Austin, Texas: Pro-ed.
   Google Scholar
• Wechsler, D. (2004). Wechsler Preschool and Primary Scale of Intelligence: Third Edition, Australian and New Zealand Standardised Edition (WPPSI-III A&NZ). Sydney: Pearson Clinical Assessment.
   Google Scholar
• Wechsler, D. (2012). Wechsler preschool and primary scale of intelligence (4th ed.). Bloomington: Pearson.
   Google Scholar
• Wiig, E. H., Secord, W. A., & Semel, E. (2017). Clinical evaluation of language fundamentals: Fifth Edition, Australian and New Zealand Standardised Edition (CELF-5 A&NZ). Sydney: Pearson Clinical Assessment.
   Google Scholar
• *Williamson, P., Carnahan, C. R., Birri, N., & Swoboda, C. (2015). Improving comprehension of narrative using character event maps for high school students with autism spectrum disorder. The Journal of Special Education, 49(1), 28–38. doi:10.1177/0022466914521301
   Web of Science ®Google Scholar