Inmaculada Baixauli1, Carla Colomer2, Belén Roselló3, Ana Miranda4. 1. Universidad Católica de Valencia San Vicente Martir-Campus Capacitas, C/de Quevedo, 2, 46001 Valencia, Spain. Electronic address: inmaculada.baixauli@ucv.es. 2. Universidad Jaume I, Avenida de Vicent Sos Baynat, s/n, 12071 Castellón, Spain. Electronic address: colomerc@uji.es. 3. Universidad de Valencia, Av. de Blasco Ibáñez, 13, 46010 Valencia, Spain. Electronic address: m.belen.rosello@uv.es. 4. Universidad de Valencia, Av. de Blasco Ibáñez, 13, 46010 Valencia, Spain. Electronic address: ana.miranda@uv.es.
Abstract
BACKGROUND: The aim of this meta-analysis was to analyze the narrative performance of children and adolescents with high-functioning Autism Spectrum Disorders (ASD) in terms of microstructure, macrostructure and internal state language. METHOD: A systematic literature search yielded 24 studies that met the predetermined inclusion criteria. Effect sizes for each study were calculated for eight variables and analyzed using a random effects model. Intellectual ability, age and type of narrative were considered as potential moderators. RESULTS: Results revealed that the children with ASD performed significantly worse than their peers on all the variables considered. CONCLUSIONS: Findings are discussed taking into account the main explanatory psychological autism theories. Implications for intervention and orientations for future research are suggested.
BACKGROUND: The aim of this meta-analysis was to analyze the narrative performance of children and adolescents with high-functioning Autism Spectrum Disorders (ASD) in terms of microstructure, macrostructure and internal state language. METHOD: A systematic literature search yielded 24 studies that met the predetermined inclusion criteria. Effect sizes for each study were calculated for eight variables and analyzed using a random effects model. Intellectual ability, age and type of narrative were considered as potential moderators. RESULTS: Results revealed that the children with ASD performed significantly worse than their peers on all the variables considered. CONCLUSIONS: Findings are discussed taking into account the main explanatory psychological autism theories. Implications for intervention and orientations for future research are suggested.
Authors: Giuseppe Iandolo; Laura López-Florit; Paola Venuti; Michelle J Y Neoh; Marc H Bornstein; Gianluca Esposito Journal: Int J Adolesc Youth Date: 2020-03-17