A multiple probe across participants design was used to examine the effects of intervention on reality-based fictional narratives. Four boys with autism spectrum disorder (ASD) and language disorder, aged 9–10, participated in a 1:1 intervention targeting the narrative macrostructure elements of character, setting, problem, feelings, and fix. Intervention involved clinician modelling, participants saying the entire narrative, narrative stimulus pictures, and macrostructure icons. An intervention effect, maintenance, and generalization to fantasy-based fictional narratives were demonstrated for three participants. Social validity measures indicated that a naive observer-rated post-intervention narratives as better than pre-intervention narratives. This study adds to the limited research into narrative intervention with children with ASD and co-occurring language disorder. The highly structured and semi-scripted intervention could be adapted to be delivered by teachers in small groups in the classroom. Areas for future research include implementing the intervention with small groups and targeting more complex narrative macrostructure.

跨参与者设计的多次调查被用来检验干预对基于现实的虚构叙事的影响。9至10岁的四个患有自闭症谱系障碍（ASD）和语言障碍的男孩参加了1：1干预，针对性格，背景，问题，感觉和固定的叙事宏观结构要素。干预涉及临床医生建模，参与者说出了整个叙述，叙述性刺激图片和宏观结构图标。对三名参与者展示了干预效果，维护和对基于幻想的虚构叙事的概括。社会有效性的衡量标准表明，天真的观察者对干预后的叙述的评价要好于干预前的叙述。这项研究增加了对ASD和伴发语言障碍儿童的叙事干预的有限研究。高度结构化和半脚本化的干预措施可以改编成由教室中的小组老师进行。未来研究的领域包括以小组形式实施干预措施，并针对更复杂的叙事宏观结构。