This article addresses how to enhance metaphor and metonymy comprehension in children with high-functioning autism spectrum disorder (HF-ASD), who are known to have difficulties with figurative language. After considering some major issues on typical development and in HF-ASD, and some studies on treatment in this specific domain, the authors describe an intervention methodology that can be used in schools and in clinics. This methodology is based on two main points: 1) the explicit teaching of strategies for understanding metaphors and 2) activities for enhancing the abstraction of semantic features in metaphors and in metonymies. The authors show how these devices can make complex processes such as figurative language comprehension more concrete for children with HF-ASD.
This article addresses how to enhance metaphor and metonymy comprehension in children with high-functioning autism spectrum disorder (HF-ASD), who are known to have difficulties with figurative language. After considering some major issues on typical development and in HF-ASD, and some studies on treatment in this specific domain, the authors describe an intervention methodology that can be used in schools and in clinics. This methodology is based on two main points: 1) the explicit teaching of strategies for understanding metaphors and 2) activities for enhancing the abstraction of semantic features in metaphors and in metonymies. The authors show how these devices can make complex processes such as figurative language comprehension more concrete for children with HF-ASD.
Enhancing Metaphor and Metonymy Comprehension in Children with High-Functioning Autism Spectrum Disorder / Melogno, Sergio; Pinto, Maria Antonietta. - In: PSYCHOLOGY. - ISSN 2152-7199. - ELETTRONICO. - 05:11(2014), pp. 1375-1383. [10.4236/psych.2014.511148]
Enhancing Metaphor and Metonymy Comprehension in Children with High-Functioning Autism Spectrum Disorder
MELOGNO, Sergio;PINTO, Maria Antonietta
2014
Abstract
This article addresses how to enhance metaphor and metonymy comprehension in children with high-functioning autism spectrum disorder (HF-ASD), who are known to have difficulties with figurative language. After considering some major issues on typical development and in HF-ASD, and some studies on treatment in this specific domain, the authors describe an intervention methodology that can be used in schools and in clinics. This methodology is based on two main points: 1) the explicit teaching of strategies for understanding metaphors and 2) activities for enhancing the abstraction of semantic features in metaphors and in metonymies. The authors show how these devices can make complex processes such as figurative language comprehension more concrete for children with HF-ASD.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
