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Many children with autism spectrum and other language impairing disorders present with complicated language problems (CLP; Franke & Durbin, 2011). These children exhibit delays across multiple domains of language and often benefit from narrative- and story-based interventions. However, many children’s stories—the vehicle often employed for these types of interventions—are often too complex for them. The purpose of this article is to introduce a strategy for making stories accessible, linguistically and cognitively, for children with CLP.


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in SIG 1 Perspectives on Language Learning and Education, volume 19, issue 4, in 2012 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1044/lle19.4.139.


American Speech-Language-Hearing Association (ASHA)



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