Tuesday: 1

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To assess linguistic abilities in overall story length, the percentage of errors and percentage of complex sentences were compared between the groups using a one-way MANCOVA. The analysis yielded a significant group effect [ F(3,43) = 7.00, p = 0.001 ω 2 = 0.28]. Separated one-way ANCOVAs for each dependent variable revealed significant group effect for the three measures. For the Overall story length, as presented in Table 2, the TD group had significantly more clauses than the ASD group. For the Syntactic Complexity measure, the ASD group had a significantly higher percentage of complex sentences than the TD group ( Table 2). In addition, the ASD group had a significantly higher percentage of errors than the TD group, but both groups had a generally low percentage of errors overall. Finally, the non-parametric Mann–Whitney tests which were performed confirmed these results as they yielded significant group effects for the percentage of complex sentences ( Z = −3.0, p = 0.00) and the percentage of grammatical errors ( Z = −2.5, p = 0.01). Semantic-Pragmatic Measures Story Details

It should be noted that in all the described analyses, parental education did not yield a significant effect. Correlations of Semantic-Pragmatic Measures and ASD Severity Tuesday, written and illustrated by David Wiesner, is a 1991 wordless picture book published by Clarion Books. Tuesday received the 1992 Caldecott Medal for illustrations and was Wiesner's first of three Caldecott Medals that he has won during his career. [1] Wiesner subsequently won the Caldecott Medal in 2002 for The Three Pigs, and the 2007 medal for Flotsam. [2] Description [ edit ] Text isn’t a direct contributor the story; there’s a grand total of six words in the whole story and are used to describe the time and date. What it does instead is create a mysterious and tone; The use of so little words in the story make the reader feel like they don’t really know what will happen. The line “Tuesday evening, around eight,” is very vague, not revealing anything, just the time. The time of day revealed in the text also adds to the tone. For a child, that time usually means time for bed but for the story, it means the beginning.

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Sample transcripts of one participant with ASD and one participant with TD are provided in Supplementary Material (Appendix B), including highlighting of the central ideas mentioned in the text. Data Analysis The MANCOVA for ToM and non-ToM central ideas yielded a significant group effect [ F(2,44) = 3.5, p = 0.04, ω 2 = 0.10]. Examining each type of idea separately revealed that the TD group referred to more ToM and non-ToM ideas than the ASD group did ( Table 2). Since the task was administered to participants in two different settings and by different examiners, we measured the number of comments made by the examiners during the storytelling, which may have affected the inclusion of specific story details by participants in their narratives. All cases in which the examiner intervened during the task with specific remarks or questions that directed the child’s attention to a specific detail in the story were counted. Overall story length The high-quality recordings of both groups were transcribed according to the accepted clinical guidelines. Narration of each picture in the book was transcribed separately. Utterances ranged from one word expressions to complete sentences (simple, coordinated, or conjoined). All transcripts were coded according to a set of pre-determined measures, and included a semantic-pragmatic coding system that was developed especially for the Tuesday story, as described in detail in the next section. Measures Autism Diagnostic Observation Scales (ADOS) It is a semi-structured, interactive schedule designed to assess social and communicative functioning in individuals who may have ASD. Only one of the modules is administered, depending on the examinee’s age and/or expressive language ( Lord et al., 1999, 2000). ASD participants for the current study were all administered module 3, which is designed for children who use fluent expressive language. The scores of each of the ADOS sub-domains, social affect (SA) and RRBs were used for the calculation of each sub-domain severity score using the SA and RRB-CSS. Scores from the original ADOS protocol were converted to compute the cut-offs (SA, RRB, and subsequent CSS scores) from the ADOS-2 algorithms. The range for ADOS-CSS and ADOS-SA-CSS is 0–10. The range for ADOS-RRB-CSS is 5–10 (this measure does not include scores between 1 and 4). Higher scores reflect more severe autism symptoms for each domain ( Hus et al., 2014). Wechsler Preschool and Primary Scale of Intelligence- Third Edition

Delta Airlines. Fly from just 7,000 Delta SkyMiles round trip to domestic destinations and fly Delta Premium Select to Europe starting at 100,000 SkyMiles.Tuesday is written using third person narration. This is because someone who is not in the story tells the story. The book does not state or show who is narrating what is happening, however, it is clear that this person is going along the adventures of the frogs to show to the readers what is occurring in the book. Pictures are shared as the narrator takes readers throughout the adventures and shares the story from their point of view of watching the frogs travel different places. The average number of evaluative comments was not found to differentiate the groups in the current study, which is consistent with the findings of Rumpf et al. (2012); Banney et al. (2014), and Kauschke et al. (2016). Likewise, the current study did not find a group difference in relation to utterances that were not directly related to the story. Our measure included associative comments and descriptions that pointed to an inaccurate interpretation of the story’s pictures. In Suh et al. (2014), a measure of “idiosyncratic language and unusual references” was defined as language that is used in an unconventional manner, such as overly formal speech, scripted language, or made-up words. The researchers found that more participants with ASD used idiosyncratic language than their TD peers. An interesting finding in the current study is related to the relatively high percentage of unrelated utterances that were produced by the TD participants. This finding suggests that imaginative stories such as Tuesday may be difficult for many children aged 5;0–7;0 to interpret, and this may reduce their ability to fully express their narrative competence. The Normative Performance on the Tuesday Story This part of the semantic-pragmatic analysis related to the basic and mostly concrete story components. Most of these concepts required the direct interpretation of visual stimuli (the pictures). They included settings, objects, characters, and actions. A list of these essential items was prepared in advance for each category. Only details that were included spontaneously and accurately in the narrative by each participant were counted. The list included: All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication. NK, DZ, and EB-I worked on design, data collection, data analysis, and writing. LW contributed in inferring the study’s conclusions and in the writing. Conflict of Interest Several studies have compared the narrative ability of children with ASD and their typically developing (TD) peers using the Tuesday picture book from Module 3 of the ADOS ( Rumpf et al., 2012; Banney et al., 2014; Suh et al., 2014; Kauschke et al., 2016; Kuijper et al., 2016) [see Supplementary Material (Table A2)]. The participants in these studies varied in their age ranges (from 6;0 to 19;0), but all were high functioning (HF) children with ASD (IQ scores above 70), and their TD peers, who were matched to the research group on chronological age, gender, non-verbal cognition, and overall language proficiency. A variety of measures have been used in these studies. As can be seen in Supplementary Material (Table A2), once again, results are inconsistent regarding all types of measures: narrative productivity (i.e., story length or sentence length), fluency measures (repetitions, self-corrections, and fillers), morphosyntactic skills, pronoun use, idiosyncratic language, cohesive devices (e.g., causal connectors), evaluation comments, and personal style. One variable that was consistently found to be comparable between the groups was lexical diversity, suggesting that HF children with ASD have lexicons that are just as diverse as their age-matched TD peers.

In this picture, the birds on the telegraph wires appear to be talking to each other. What do you imagine they might be saying? Publishers Weekly describes this book as having visuals that are “stunning, slightly surrealistic and imbued with mood and mystery." This review was short and almost as wordless as the wordless picture book. It was not really helpful in explaining the purpose of the book. If a Picture Book you also need to include this sectio n, otherwise simply delete it. Strategically and accurately describes some or all of the following artistic elements (this is not an exhaustive list – feel free to expand this). Select and link and/or upload 1-2 illustrations to support analysis:

Tuesday by David Wiesner takes place on (you guessed it) a Tuesday; to be more exact, on a Tuesday evening around eight. At around that time, an unknown force rises all the frogs on lily pads, from a swamp, into the air and takes them around a nearby town for a joy ride. Their adventure, through the town’s suburban neighborhoods, lasts all Tuesday night and early Wednesday morning. In a rich palette of blues and greens – and at various hours of the night – we see, among other things, the frogs crashing into washing, watching television while an old lady naps, and encountering a scary dog. Spread from Tuesday by David Wiesner