Communication Repairs in Different Activity Contexts: Children with Autism Spectrum Disorder versus Typically Developing Children

• Main Authors: KAO, CHIEN-SHU, 高千淑
• Other Authors: CHAN, YEN-LING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/859q4t

碩士 === 國立臺北護理健康大學 === 語言治療與聽力研究所 === 105 === The purpose of this study was to investigate how children with autism spectrum disorders (ASD) and their typically developing peers repair communication breakdowns in different activity contexts from an environmental perspective. The hypothesis was children’s repair score and repair strategy will differ from activity types and breakdown types. A total of 30 preschoolers were recruited in this study, including 15 children with ASD and 15 typically developing children. The investigators collected participants’ language samples from a scripted protocol that included opportunities for communicative requests and repair. The independent variables investigated in this study were children’s type (children with ASD and typically developing children), activity type (book reading and toy play) and breakdown type (request for clarification, misunderstanding, topic shift and non-acknowledgement), with the repair score and repair strategy as the dependent variables. Results from the 3-way ANOVA revealed that there was no interaction between variables, but there was a significant difference in children’s type and breakdown type: (1) Typically developing children scored significantly higher than children with ASD did; (2) All children scored significantly higher in request for clarification, misunderstanding and topic shift context than in the non-acknowledgement situation. Besides, Results from the 2-way ANOVA revealed that there was no interaction between children’s type and breakdown type in all repair strategies, but there was a significant difference in 8 out of those 11 repair strategies, which indicated that the repair strategies used by the participants varied across breakdown types. Findings of the present study indicated that the repair performance in children with ASD significantly differs from the one in their typically developing peers across breakdown types. It is suggested that clinicians may include a pragmatic evaluation to assess the repair performance in children with ASD.