| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 94 === The purpose of this study was to compare the turn-taking competences of 9 preschoolers with Asperger Syndrome in conversations in free play with 18 normal preschoolers. These conversations were transcribed and submitted to two kinds of analysis: 1）the quantitative analysis, 2）the qualitative analysis.
The main findings of this study were stated as follows:
1﹚Turn-constructional components and chains:
There were no significant differences between Asperger﹙AS﹚and normal ﹙NC﹚preschoolers in the quantitative analysis, but AS preschoolers had problems in adjacency pairs and reiterated topic in the qualitative analysis.
2﹚Interruption:
The AS’s simple interruptions were significant higher than NC preschoolers in number, and no significant differences in butter-in interruptions between AS and NC preschoolers in the quantitative analysis; AS preschoolers showed some problems in the qualitative analysis while NC preschoolers did not, such as interrupting in unfit loudly voice, no-related interruptions, wrong predicted interruptions, and to be awared of wrong predicted interruptions.
3﹚Silence:
There were no significant differences between AS and NC preschoolers in the quantitative analysis and the qualitative analysis.
4﹚Back channel:
There were no significant differences in back channels and overlap backchannels between AS and NC preschoolers in the quantitative analysis, but the qualitative analysis showed AS preschoolers didn’t give back channels in the right time.
5﹚Conversational dominance:
There were no significant differences in Quantitative dominance but in Participatory dominance between AS and NC preschoolers in the quantitative analysis, and AS were significant higher than NC preschoolers; but the qualitative analysis showed AS preschoolers’s initiation fails to receive a positive response from the interlocutor.
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