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Story Comprehension Monitoring Across Visual, Listening, and Written Modalities in Children with and Without Autism Spectrum Disorder

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Abstract

Visual, as compared to verbal, tasks are often assumed to be easier for individuals with autism spectrum disorder (ASD), but is this true for story comprehension? This study evaluated story comprehension monitoring across visual, listening, and written modalities and assessed predictors in two closely matched groups (age, socioeconomic status, language, nonverbal cognition, and word reading) of children and adolescents (8–14 years) with ASD (n = 20) and typical development (typically developing [TD]; n = 20). The results of mixed-effects models indicated that story comprehension monitoring was low overall, and performance was comparable across visual, listening, and written modalities for participants with ASD. Age, vocabulary, nonverbal working memory, response and distractor inhibition, and social communication significantly predicted comprehension monitoring.

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Acknowledgements

We thank the participants and their families for their participation. We also appreciate the support of the following funding agencies: National Institutes of Health National Institute on Deafness and Other Communication Disorders (NIDCD) R01 DC011750 (MPIs: Ellis Weismer and Kaushanskaya); National Institutes of Health Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) U54 HD090256 (PI: Messing); Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) PhD Scholarship (awarded to Davidson); American Speech-Language-Hearing Foundation New Century Scholars Award (awarded to Davidson); and startup funds from the University of Kansas (awarded to Davidson). We acknowledge the help of Elizabeth Ales, Natalie Bowman, Ishanti Gangopadhyay, Eileen Haebig, Eva Lopez, Emily Murphy, Sarah Naumann, Stephanie Palm, Haliee Patel, Heidi Sindberg, Jessica Umhoefer, and Lauren Utech for assistance with recruitment and data collection.

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  1. Meghan M. Davidson

    Present address: Department of Speech-Language-Hearing: Sciences and Disorders, University of Kansas, 1000 Sunnyside Ave., Rm 3001, Lawrence, KS, 66045, USA

Authors and Affiliations

  1. Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI, USA

    Meghan M. Davidson

  2. Waisman Center, University of Wisconsin-Madison, Madison, WI, USA

    Meghan M. Davidson

  3. Lifespan Center, University of Kansas, KS, Lawrence, USA

    Kandace K. Fleming

  4. Department of Speech-Language-Hearing: Sciences and Disorders, University of Kansas, KS, Lawrence, USA

    Meghan M. Davidson

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The data collected for this study was originally part of MMD's doctoral dissertation at the University of Wisconsin-Madison. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. MMD conceptualized and designed the study, prepared the materials, and collected the data. The analyses were performed by MMD and KKF. MMD wrote the first draft of the manuscript and KKF commented and edited versions. Both authors read and approved the final manuscript.

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Davidson, M.M., Fleming, K.K. Story Comprehension Monitoring Across Visual, Listening, and Written Modalities in Children with and Without Autism Spectrum Disorder. J Autism Dev Disord 53, 1–24 (2023). https://doi.org/10.1007/s10803-021-05418-6

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