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6 recherche sur le mot-clé 'Conversation analysis'
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Pretense Awareness Context and Autism: Insights from Conversation Analysis / Luke BRELAND in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : Pretense Awareness Context and Autism: Insights from Conversation Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Luke BRELAND, Auteur Article en page(s) : p.2535-2552 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Conversation analysis Discourse analysis Linguistics Roleplaying games Index. décimale : PER Périodiques Résumé : Utilizing approaches from Conversation Analysis and Interactional Sociolinguistics, this study investigates linguistic resources related to discourse while playing a tabletop roleplaying game, with particular investigation around the discourse of individuals with autism spectrum disorder. The study examines interactions as they take place across three frames that are associated with interaction in this community of practice: the primary frame, the metagaming frame, and the character frame. The study found that the participants with autism frequently violated the stable pretense awareness context that persists across these frames in tabletop roleplaying game discourse. This research has implications for social skills training methods and psychological models of autism symptomatology. En ligne : http://dx.doi.org/10.1007/s10803-021-05160-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2535-2552[article] Pretense Awareness Context and Autism: Insights from Conversation Analysis [Texte imprimé et/ou numérique] / Luke BRELAND, Auteur . - p.2535-2552.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2535-2552
Mots-clés : Autism spectrum disorder Conversation analysis Discourse analysis Linguistics Roleplaying games Index. décimale : PER Périodiques Résumé : Utilizing approaches from Conversation Analysis and Interactional Sociolinguistics, this study investigates linguistic resources related to discourse while playing a tabletop roleplaying game, with particular investigation around the discourse of individuals with autism spectrum disorder. The study examines interactions as they take place across three frames that are associated with interaction in this community of practice: the primary frame, the metagaming frame, and the character frame. The study found that the participants with autism frequently violated the stable pretense awareness context that persists across these frames in tabletop roleplaying game discourse. This research has implications for social skills training methods and psychological models of autism symptomatology. En ligne : http://dx.doi.org/10.1007/s10803-021-05160-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
[article]
Titre : Rethinking language in autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura STERPONI, Auteur ; Kenton DE KIRBY, Auteur ; Jennifer SHANKEY, Auteur Article en page(s) : p.517-526 Langues : Anglais (eng) Mots-clés : autism Conversation Analysis echolalia language linguistic anthropology noncommunicative speech Index. décimale : PER Périodiques Résumé : In this article, we invite a rethinking of traditional perspectives of language in autism. We advocate a theoretical reappraisal that offers a corrective to the dominant and largely tacitly held view that language, in its essence, is a referential system and a reflection of the individual’s cognition. Drawing on scholarship in Conversation Analysis and linguistic anthropology, we present a multidimensional view of language, showing how it also functions as interactional accomplishment, social action, and mode of experience. From such a multidimensional perspective, we revisit data presented by other researchers that include instances of prototypical features of autistic speech, giving them a somewhat different—at times complementary, at times alternative—interpretation. In doing so, we demonstrate that there is much at stake in the view of language that we as researchers bring to our analysis of autistic speech. Ultimately, we argue that adopting a multidimensional view of language has wide ranging implications, deepening our understanding of autism’s core features and developmental trajectory. En ligne : http://dx.doi.org/10.1177/1362361314537125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Autism > 19-5 (July 2015) . - p.517-526[article] Rethinking language in autism [Texte imprimé et/ou numérique] / Laura STERPONI, Auteur ; Kenton DE KIRBY, Auteur ; Jennifer SHANKEY, Auteur . - p.517-526.
Langues : Anglais (eng)
in Autism > 19-5 (July 2015) . - p.517-526
Mots-clés : autism Conversation Analysis echolalia language linguistic anthropology noncommunicative speech Index. décimale : PER Périodiques Résumé : In this article, we invite a rethinking of traditional perspectives of language in autism. We advocate a theoretical reappraisal that offers a corrective to the dominant and largely tacitly held view that language, in its essence, is a referential system and a reflection of the individual’s cognition. Drawing on scholarship in Conversation Analysis and linguistic anthropology, we present a multidimensional view of language, showing how it also functions as interactional accomplishment, social action, and mode of experience. From such a multidimensional perspective, we revisit data presented by other researchers that include instances of prototypical features of autistic speech, giving them a somewhat different—at times complementary, at times alternative—interpretation. In doing so, we demonstrate that there is much at stake in the view of language that we as researchers bring to our analysis of autistic speech. Ultimately, we argue that adopting a multidimensional view of language has wide ranging implications, deepening our understanding of autism’s core features and developmental trajectory. En ligne : http://dx.doi.org/10.1177/1362361314537125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 A Multidimensional Reappraisal of Language in Autism: Insights from a Discourse Analytic Study / Laura STERPONI in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : A Multidimensional Reappraisal of Language in Autism: Insights from a Discourse Analytic Study Type de document : Texte imprimé et/ou numérique Auteurs : Laura STERPONI, Auteur ; Kenton KIRBY, Auteur Année de publication : 2016 Article en page(s) : p.394-405 Langues : Anglais (eng) Mots-clés : Analyse du discours Analyse de la conversation Autism Language Discourse analysis Conversation analysis Echolalia Pronoun reversal and avoidance Pragmatic deficit Index. décimale : PER Périodiques Résumé : In this article, we leverage theoretical insights and methodological guidelines of discourse analytic scholarship to re-examine language phenomena typically associated with autism. Through empirical analysis of the verbal behavior of three children with autism, we engage the question of how prototypical features of autistic language—notably pronoun atypicality, pragmatic deficit, and echolalia—might conceal competencies and interactional processes that are largely invisible in mainstream research. Our findings offer a complex picture of children with autism in their use of language to communicate, interact and experience others. Such a picture also deepens our understanding of the interactional underpinnings of autistic children’s speech. Finally, we describe how our findings offer fruitful suggestions for clinical intervention. En ligne : http://dx.doi.org/10.1007/s10803-015-2679-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.394-405[article] A Multidimensional Reappraisal of Language in Autism: Insights from a Discourse Analytic Study [Texte imprimé et/ou numérique] / Laura STERPONI, Auteur ; Kenton KIRBY, Auteur . - 2016 . - p.394-405.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.394-405
Mots-clés : Analyse du discours Analyse de la conversation Autism Language Discourse analysis Conversation analysis Echolalia Pronoun reversal and avoidance Pragmatic deficit Index. décimale : PER Périodiques Résumé : In this article, we leverage theoretical insights and methodological guidelines of discourse analytic scholarship to re-examine language phenomena typically associated with autism. Through empirical analysis of the verbal behavior of three children with autism, we engage the question of how prototypical features of autistic language—notably pronoun atypicality, pragmatic deficit, and echolalia—might conceal competencies and interactional processes that are largely invisible in mainstream research. Our findings offer a complex picture of children with autism in their use of language to communicate, interact and experience others. Such a picture also deepens our understanding of the interactional underpinnings of autistic children’s speech. Finally, we describe how our findings offer fruitful suggestions for clinical intervention. En ligne : http://dx.doi.org/10.1007/s10803-015-2679-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 ‘What Brings Him Here Today?’: Medical Problem Presentation Involving Children with Autism Spectrum Disorders and Typically Developing Children / Olga SOLOMON in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : ‘What Brings Him Here Today?’: Medical Problem Presentation Involving Children with Autism Spectrum Disorders and Typically Developing Children Type de document : Texte imprimé et/ou numérique Auteurs : Olga SOLOMON, Auteur ; John HERITAGE, Auteur ; Larry YIN, Auteur ; Douglas W. MAYNARD, Auteur ; Margaret L. BAUMAN, Auteur Année de publication : 2016 Article en page(s) : p.378-393 Langues : Anglais (eng) Mots-clés : Analyse du discours Analyse de la conversation Autism spectrum disorders Children Conversation analysis Discourse analysis Healthcare encounters Medical problem presentation Unmet healthcare needs Index. décimale : PER Périodiques Résumé : Conversation and discourse analyses were used to examine medical problem presentation in pediatric care. Healthcare visits involving children with ASD and typically developing children were analyzed. We examined how children’s communicative and epistemic capabilities, and their opportunities to be socialized into a competent patient role are interactionally achieved. We found that medical problem presentation is designed to contain a ‘pre-visit’ account of the interactional and epistemic work that children and caregivers carry out at home to identify the child’s health problems; and that the intersubjective accessibility of children’s experiences that becomes disrupted by ASD presents a dilemma to all participants in the visit. The article examines interactional roots of unmet healthcare needs and foregone medical care of people with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2550-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.378-393[article] ‘What Brings Him Here Today?’: Medical Problem Presentation Involving Children with Autism Spectrum Disorders and Typically Developing Children [Texte imprimé et/ou numérique] / Olga SOLOMON, Auteur ; John HERITAGE, Auteur ; Larry YIN, Auteur ; Douglas W. MAYNARD, Auteur ; Margaret L. BAUMAN, Auteur . - 2016 . - p.378-393.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.378-393
Mots-clés : Analyse du discours Analyse de la conversation Autism spectrum disorders Children Conversation analysis Discourse analysis Healthcare encounters Medical problem presentation Unmet healthcare needs Index. décimale : PER Périodiques Résumé : Conversation and discourse analyses were used to examine medical problem presentation in pediatric care. Healthcare visits involving children with ASD and typically developing children were analyzed. We examined how children’s communicative and epistemic capabilities, and their opportunities to be socialized into a competent patient role are interactionally achieved. We found that medical problem presentation is designed to contain a ‘pre-visit’ account of the interactional and epistemic work that children and caregivers carry out at home to identify the child’s health problems; and that the intersubjective accessibility of children’s experiences that becomes disrupted by ASD presents a dilemma to all participants in the visit. The article examines interactional roots of unmet healthcare needs and foregone medical care of people with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2550-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
[article]
Titre : Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur Année de publication : 2018 Article en page(s) : p.953-964 Langues : Anglais (eng) Mots-clés : Authenticity Autism spectrum disorder Conversation analysis Social skills Social-cognitive interventions Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.953-964[article] Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur . - 2018 . - p.953-964.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.953-964
Mots-clés : Authenticity Autism spectrum disorder Conversation analysis Social skills Social-cognitive interventions Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy / Douglas W. MAYNARD in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
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