Speech and Interaction of Preadolescents with Autism Spectrum Disorder: Focus on Prosody, Disfluencies and Comprehension Problems

Description

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. Preface Contents 1 Introduction 1.1 Background 1.2 Data 1.2.1 Finnish Data on Participants with ASD 1.2.2 French Data with Participants with ASD 1.2.3 Control Group Data 1.2.4 Experimental Data 1.3 Methods References 2 Prosody 2.1 Overview of Previous Research on the Prosody of Persons with ASD 2.2 Prosodic Characteristics of Preadolescent Boys with ASD and Perception of Atypicality by Neurotypical Listeners 2.2.1 Sing-Song-Like Pitch 2.2.2 Bouncing Pitch 2.2.3 Disconnected Speech Rhythm 2.2.4 Large Pitch Excursions 2.2.5 Flat Pitch 2.3 The Role of Prosodic Features in the Creation of Comprehension Problems 2.4 The Use of Prosody in Questions and Statements 2.5 Conclusion References 3 Disfluencies 3.1 Overview of Previous Research on Disfluencies in the Speech of Persons with ASD 3.2 Disfluencies in the Speech of Preadolescent Boys with and Without ASD 3.3 The Role of Disfluencies in the Creation of Comprehension Problems 3.4 Conclusion References 4 Comprehension Problems 4.1 Overview of Previous Research on Conversational Repairs in the Interaction of Persons with ASD 4.2 Causes of Comprehension Problems in Group Therapy Sessions Involving Preadolescent Boys with ASD 4.2.1 Overly Literal Interpretation of Speech 4.2.2 Topical Discontinuities 4.2.3 Non-verbal Features Associated with Trouble-Source Turns: The Role of Eye Contact 4.3 Conclusion References 5 Gaze Behavior 5.1 Introduction 5.2 Three Main Patterns Used for Avoiding Eye Contact in Group Therapy Sessions Involving Preadolescent Boys with ASD 5.2.1 Fixing One’s Gaze Straight Ahead 5.2.2 Letting One’s Gaze Wander Around 5.2.3 Looking at One’s Own Hands When Speaking 5.3 Conclusion References 6 Therapists’ Response Strategies and Teaching Orientations 6.1 Therapists’ Response Strategies in a Group Therapy Session Involving Preadolescent Boys with ASD 6.1.1 Introduction 6.1.2 Five Most Common Response Strategies 6.2 Therapists’ Teaching Orientations in Group Therapy Sessions Involving Preadolescent Boys with ASD 6.2.1 Introduction 6.2.2 Implicit Teaching Orientation 6.2.3 Explicit Teaching Orientation 6.2.4 Prosodic Problems: Beyond Teaching Orientations? 6.3 Conclusion References List of Transcription Conventions Conclusion References