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

Nirit Bauminger-Zviely, Adi Golan-Itshaky, Gila Tubul-Lavy

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

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.

Original languageEnglish
Pages (from-to)1380-1390
Number of pages11
JournalJournal of Autism and Developmental Disorders
Volume47
Issue number5
Early online date25 Feb 2017
DOIs
StatePublished - 1 May 2017

Bibliographical note

Publisher Copyright:
© 2017, Springer Science+Business Media New York.

Keywords

  • Friendship
  • High-functioning children with autism spectrum disorder (HFASD)
  • Peer talk
  • Pragmatics
  • Speech acts

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