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This book provides an in-depth, multi-dimensional analysis of conversations between autistic adults. The investigation is focussed on intonation style, turn-taking and the use of backchannels, filled pauses and silent pauses. Previous findings on intonation style in the context of autism spectrum disorder (ASD) are contradictory, with claims ranging from characteristically monotonous to characteristically melodic intonation. A novel methodology for quantifying intonation style is used, and it is revealed that autistic speakers tended towards a more melodic intonation style compared to control speakers in the data set under investigation. Research on turn-taking (the organisation of who speaks when in conversation) in ASD is limited, with most studies claiming a tendency for longer silent gaps in ASD. No clear overall difference in turn-timing between the ASD and the control group was found in the data under study. There was, however, a clear difference between groups specifically in the earliest stages of dialogue, where ASD dyads produced considerably longer silent gaps than controls. Backchannels (listener signals such as mmhm or okay) have barely been investigated in ASD to date. The current analysis shows that autistic speakers produced fewer backchannels per minute (particularly in the early stages of dialogue), and that backchannels were less diverse prosodically and lexically. Filled pauses (hesitation signals such as uhm and uh) in ASD have been the subject of a handful of previous studies, most of which claim that autistic speakers produced fewer uhm tokens (specifically). It is shown that filled pauses were produced at an identical rate in both groups and that there was an equivalent preference of uhm over uh. ASD speakers differed only in the prosodic realisation of filled pauses. It is further shown that autistic speakers produced more long silent (within-speaker) pauses than controls. The analyses presented in this book provide new insights into conversation strategies and intonation styles in ASD, as reviewed in a summary analysis. The findings are discussed in the context of previous research, general characteristics of cognition in ASD, and the importance of studying communication in interaction and across neurotypes.
The North Carolina State Legislature's mandate to Division TEACCH has three major components. First, to provide the most up-to-date and cost effective services possible for families with autistic or similar language impaired children; second, to conduct research aimed toward the better under standing of such devastating disorders; and third, to provide training for the professionals needed to pursue these goals. One element in achieving these aims is to hold annual conferences on topics of special importance to the under standing and treatment of autism and similar disorders. In addition to training professionals and parents on the most recent de velopments in each conference topic, we are publishing a series, Current Issues in Autism, based on these conferences. These books are not, however, simply the published proceedings of the conference papers. Instead, some chapters are expanded conference presentations, whereas others come from national and in ternational experts whose work is beyond the scope of the conference, but es sential in our attempt at comprehensive coverage of the conference theme. These volumes are intended to provide the most current knowledge and profes sional practice available to us at the time.
The book focuses on the interaction of persons with autism spectrum disorder (ASD). ASD is a neurobiological developmental disorder, characterized by problems with social interaction, over-sensitivity to sensory stimuli and restricted interest (APA 2013). Problems with social interaction being a core feature of ASD, there is a scientific and a societal need for a book focusing on this topic. The book approaches the interaction of persons with ASD from a new angle. Firstly, where most studies on ASD are based on data coming from experimental settings, this book is based on naturally occurring data coming from group therapy sessions where 11–13-year-old Finnish- and French-speaking boys with ASD talk with each other and with their therapists. Secondly, the book treats a variety of themes that have so far been studied much less than, for example, the pragmatic problems of persons with ASD. These themes include the following aspects: speech prosody (characteristic features, perception of atypicality by neurotypical listeners), disfluencies of speech (comparison with neurotypical controls), comprehension problems (role of prosody, role of disfluencies, other causes), gaze behavior (eye contact avoidance strategies, using gaze as a source of feedback) as well as therapists’ response strategies and teaching orientations. The book is intended for researchers working in the field of autism, professionals working with persons with ASD as well as for families of persons with ASD.
Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).
Language is more than words: it includes the prosodic features and patterns that we use, subconsciously, to frame meanings and achieve our goals in our interaction with others. Here, Nigel G. Ward explains how we do this, going beyond intonation to show how pitch, timing, intensity and voicing properties combine to form meaningful temporal configurations: prosodic constructions. Bringing together new findings and hitherto-scattered observations from phonetic and pragmatic studies, this book describes over twenty common prosodic patterns in English conversation. Using examples from real conversations, it illustrates how prosodic constructions serve essential functions such as inviting, showing approval, taking turns, organizing ideas, reaching agreement, and evoking action. Prosody helps us establish rapport and nurture relationships, but subtle differences in prosody across languages and subcultures can be damagingly misunderstood. The findings presented here will enable both native speakers of English and learners to listen more sensitively and communicate more effectively.
Designed to advance understanding of the unique needs of high-functioning individuals with autism, this volume details the latest diagnostic and treatment approaches and analyzes the current conceptions of the neurological processes involved in autism.
Providing a theoretical foundation for understanding communication and language impairments specific to autism, Olga Bogdashina explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She stresses the importance of identifying each autistic individual's nonverbal language - which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory - with a view to establish a shared means of verbal communication. She offers an explanation of why certain approaches, for example PECS, might work with some autistic children but not others. Offering real insights, the `What They Say' sections enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. `What We Can Do to Help' sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.
Now expanded to two volumes, this invaluable reference work provides a comprehensive review of all information presently available about these disorders, drawing on findings and clinical experience from a number of related disciplines such as psychiatry, psychology, neurobiology, pediatrics, etc. The Handbook covers descriptive and diagnostic characteristics, biological contributions, intervention techniques, legal and social issues. The Third Edition is updated to include the newest work in animal models, genetics, neuropsychological processes, screening and assessment methods.
A practical guide that will enable Teaching Assistants to understand the difficulties experienced by children on the Autistic Spectrum.