Table 1.
Event to-be-recalled
| Activities | Materials | Description |
|---|---|---|
| Construction task | Puzzle pieces and printed design to be duplicated | The examiner/researcher asked children to perform a construction task in which they assembled blocks to construct a design shown on a printed form |
| Make-believe play | Bag 1: 2 male action figures, 1 female action figure, 3 “prop” (one for each action figure), miniature hairbrush, 2 small tools, toy dinosaur Bag 2: small spoons and plates, several pieces of miniature food, small teapot/pitcher/measuring cup, miniature book, toy car, toy rocket, small ball, hologram disk, and two pieces of “junk” (small piece of cloth and small “jewellery”) |
The examiner/researcher gave children some miniature play objects and instructed them to play with these materials |
| Joint interactive play | Materials from “Make-Believe” Play (Bags 1 and 2) | After a few moments the examiner joined in, making it clear that the play had become collaborative. The examiner/ researcher then told the children it was time to move on to the next activity and allowed them to help clean up the materials |
| Demonstration task | – | The examiner/ researcher asked children to demonstrate toothbrushing. The examiner drew with his/her finger a sink and faucet handles, a toothbrush, toothpaste, and a cup on the table in front of the participant and said: “Now I want you to show me and tell me how to brush your teeth. Start right at the beginning. You’ve just come into the bathroom to brush your teeth. What do you do now?” |
| Description of a picture | Option 1: Resort scene; Option 2: U.S. map scene | The examiner/researcher showed children a picture and asked them to describe it |
| Telling a story from a book | 2 picture storybook for Modules 3 and 4 | The examiner/ researcher asked children to recount a sequential story from a book of pictures “Let’s look at this book. It tells a story in pictures. See, it starts out with [first picture in the book]. Can you tell me the story as we go along? You go first. Then, I’ll take a turn.” |
| Cartoons | Series A: fisherman/pelican series Series B: monkey/coconut series |
The examiner/ researcher showed the children a set of cards presenting a brief story in cartoon form, one frame per card, without any dialogue or narrative text. The examiner placed the cards one by one on the table and offered a brief statement describing the relevant setting. Children were then instructed to push their chair back from the table, stand up, and tell the story |
| Conversation and reporting | – | During the session, children were also encouraged to describe an event (e.g., a non-routine episode that had actually occurred (as opposed to an account of a film or story) such as a birthday party, a family celebration, a holiday, etc.) |
| Questions | – | The examiner/researcher asked children to answer a set of questions regarding a variety of topics. All children were asked the exact same questions about emotions (e.g., “what do you like doing that makes you feel happy and cheerful?”; “What about things that you’re afraid of?”), social difficulties and annoyances (e.g., “Are there things that other people do that irritate or annoy you?”; “Have you even been teased or bullied? Why, do you think?”), friends, relationships, and marriage (e.g., “Do you have some friends?”, “How is a friend different from someone whom you just go to school with?”), and loneliness (e.g., “Do you ever feel lonely?”). The seven children with ASD who experienced module 4 of the event were asked the same questions, as well as questions about responsibility (e.g., “Who takes care of your money”) and future plans and hopes |
| Break | Mini game (e.g., shape puzzle), drawing paper, set of eight markers, pin art, spin pen (spin top with pen base), small radio, current newspaper and magazine | The examiner/ researcher gave children a break during which he gave them some objects and materials and encouraged them to play freely. The break could occur at any time during the session |
| Creating a story | Six small objects with a definite purpose (e.g., umbrella, car), six small objects with no clear purpose (e.g., piece of string, wooden block) | The examiner/researcher asked children to create a story using a set of objects. A bag containing 12 small objects was provided. The examiner picked five things from the bag and used them to make up a story. After finishing his/her story, the examiner/researcher instructed the children to pick five different things from the bag and make up their own story |
Event description and examples