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 language | English |
|---|---|
| Pages (from-to) | 1380-1390 |
| Number of pages | 11 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 47 |
| Issue number | 5 |
| Early online date | 25 Feb 2017 |
| DOIs | |
| State | Published - 1 May 2017 |
Bibliographical note
Publisher Copyright:© 2017, Springer Science+Business Media New York.
Funding
This research was partially supported by the Israel Science Foundation (ISF/ No.502/06) to the first author, Nirit Bauminger-Zviley.
| Funders | Funder number |
|---|---|
| Israel Science Foundation | 502/06 |
Keywords
- Friendship
- High-functioning children with autism spectrum disorder (HFASD)
- Peer talk
- Pragmatics
- Speech acts