Meghan M Davidson1, Susan Ellis Weismer2. 1. Department of Communication Sciences and Disorders and the Waisman Center, University of Wisconsin Madison; Meghan M. Davidson is now in the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas. 2. Department of Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison.
Abstract
BACKGROUND & AIMS: Anecdotal evidence suggests that individuals with autism spectrum disorder (ASD) prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with ASD's fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities. METHOD: Children (ages 8-14 years, M = 10.89, SD = 1.17) with ASD diagnoses (n = 19) and typically developing (TD) peers (n = 21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children's current favorite book, and from these responses, we coded children's fiction versus non-fiction book preferences. MAIN CONTRIBUTION: Contrary to anecdotal evidence, children with ASD preferred fiction similar to their TD peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children's oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed. CONCLUSIONS: This study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children's comprehension and support the theoretical role of social communication knowledge in narrative/fiction. IMPLICATIONS: It should not be assumed that all children with ASD prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction.
BACKGROUND & AIMS: Anecdotal evidence suggests that individuals with autism spectrum disorder (ASD) prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with ASD's fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities. METHOD: Children (ages 8-14 years, M = 10.89, SD = 1.17) with ASD diagnoses (n = 19) and typically developing (TD) peers (n = 21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children's current favorite book, and from these responses, we coded children's fiction versus non-fiction book preferences. MAIN CONTRIBUTION: Contrary to anecdotal evidence, children with ASD preferred fiction similar to their TD peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children's oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed. CONCLUSIONS: This study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children's comprehension and support the theoretical role of social communication knowledge in narrative/fiction. IMPLICATIONS: It should not be assumed that all children with ASD prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction.
Entities:
Keywords:
ASD; Oral language; Reading; Reading comprehension; School-age; Social communication