Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings
Anecdotal reports on the discourse of children with High Functioning Autism (HFA) often claim that failure to respond to questions is a key characteristic. However, Kremer-Sadlik (2004) found that HFA children respond 85% of the time to questions, and that 75% of the time their responses are also co...
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doaj-139b8e9c2532454ebebf38acd113cd9d2020-11-25T03:00:20ZengColumbia University LibrariesWorking Papers in Applied Linguistics and TESOL2576-29072576-29072015-10-01121485010.7916/D8QR58R6Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different SettingsMaria McCormackAnecdotal reports on the discourse of children with High Functioning Autism (HFA) often claim that failure to respond to questions is a key characteristic. However, Kremer-Sadlik (2004) found that HFA children respond 85% of the time to questions, and that 75% of the time their responses are also communicatively “adequate,” meaning that they address the pragmatic intent behind the question as well as its surface form. Using Conversation Analysis (CA) as one of her methodologies, Kremer-Sadlik explained this surprisingly high number by showing that in her data, which consisted of audio/videotaped family interactions, family members extensively scaffolded the children’s responses, teaching and coaching them in appropriate response patterns with every interaction. Thus, in Kremer-Sadlik’s study, CA complements quantitative methods in describing language and interaction patterns of impaired individuals that run counter to popular belief. These results prompted me to ask whether response behavior of HFA children would be similar in non-family settings.https://academiccommons.columbia.edu/doi/10.7916/D84T6W5T/downloadApplied linguisticsAsperger's syndromeAsperger's syndrome in childrenAutistic childrenConversation analysisEducationEnglish languageForeign speakersStudy of languageTeaching languageHigh Functioning AutismHFA |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Maria McCormack |
spellingShingle |
Maria McCormack Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings Working Papers in Applied Linguistics and TESOL Applied linguistics Asperger's syndrome Asperger's syndrome in children Autistic children Conversation analysis Education English language Foreign speakers Study of language Teaching language High Functioning Autism HFA |
author_facet |
Maria McCormack |
author_sort |
Maria McCormack |
title |
Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings |
title_short |
Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings |
title_full |
Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings |
title_fullStr |
Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings |
title_full_unstemmed |
Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings |
title_sort |
using ca to find out how a child with high functioning autism responds to questions in different settings |
publisher |
Columbia University Libraries |
series |
Working Papers in Applied Linguistics and TESOL |
issn |
2576-2907 2576-2907 |
publishDate |
2015-10-01 |
description |
Anecdotal reports on the discourse of children with High Functioning Autism (HFA) often claim that failure to respond to questions is a key characteristic. However, Kremer-Sadlik (2004) found that HFA children respond 85% of the time to questions, and that 75% of the time their responses are also communicatively “adequate,” meaning that they address the pragmatic intent behind the question as well as its surface form. Using Conversation Analysis (CA) as one of her methodologies, Kremer-Sadlik explained this surprisingly high number by showing that in her data, which consisted of audio/videotaped family interactions, family members extensively scaffolded the children’s responses, teaching and coaching them in appropriate response patterns with every interaction. Thus, in Kremer-Sadlik’s study, CA complements quantitative methods in describing language and interaction patterns of impaired individuals that run counter to popular belief. These results prompted me to ask whether response behavior of HFA children would be similar in non-family settings. |
topic |
Applied linguistics Asperger's syndrome Asperger's syndrome in children Autistic children Conversation analysis Education English language Foreign speakers Study of language Teaching language High Functioning Autism HFA |
url |
https://academiccommons.columbia.edu/doi/10.7916/D84T6W5T/download |
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