Speech Acts during Friends' and Non-Friends' Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development

Autor/inn/en	Bauminger-Zviely, Nirit; Golan-Itshaky, Adi; Tubul-Lavy, Gila
Titel	Speech Acts during Friends' and Non-Friends' Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 5, S.1380-1390 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bauminger-Zviely, Nirit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3064-x
Schlagwörter	Video Technology; Interaction; Play; Speech Acts; Coding; Preschool Children; Mothers; Educational Attainment; Intelligence Quotient; Friendship; Disabilities; Autism; Pervasive Developmental Disorders; Interpersonal Communication + Suchen Sie Ihr Suchwort? Interaktion; Spiel; Sprechakt; Codierung; Programmierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Bildungsabschluss; Bildungsgut; Intelligenzquotient; Freundschaft; Handicap; Behinderung; Autismus; Interpersonale Kommunikation
Abstract	In this study, we videotaped two 10-min. free-play interactions and coded speech acts (SAs) in peer talk of 51 preschoolers (21 ASD, 30 typical), interacting with friend versus non-friend partners. Groups were matched for maternal education, IQ (verbal/nonverbal), and CA. We compared SAs by group (ASD/typical), by partner's friendship status (friend/non-friend), and by partner's disability status. Main results yielded a higher amount and diversity of SAs in the typical than the ASD group (mainly in assertive acts, organizational devices, object-dubbing, and pretend-play); yet, those categories, among others, showed better performance with friends versus non-friends. Overall, a more nuanced perception of the pragmatic deficit in ASD should be adopted, highlighting friendship as an important context for children's development of SAs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01