Interactional challenges in conversations with autistic preadolescents: The role of prosody and non-verbal communication in other-initiated repairs

Characteristics of the emissive prosody of children with autism spectrum disorder

“…Most of the studies that investigate the relationship between prosodic alterations and the dagnosis of ASD have been conducted on a more advanced age range, a fact that has permitted the use of standardized tests for the assessment of linguistic prosody both from the receptive and emissive viewpoints, in addition to the acoustic analysis of voice. The results obtained in those studies, which permit to use a wider gamut of instruments for assessment and possible analyses, support the idea that subjects with ASD show prosodic changes at several levels [7][8][9]12,22 . These subjects, by having difficulty in perceiving/interpreting the prosodic characteristics of their interlocutor, understand in an erroneous manner the message emitted by him 8,9 and consequently also have difficulties in producing sentences with appropriate intonation [7][8][9]12 , compromising the communicative process.…”

“…Classification of vocal quality including pitch and loudness showed no difference between groups, with children with typical language development (G3) showing more alterations. In international studies assessing these same aspects (pitch, loudness and resonance) but in another age range, i.e., adolescents/adults with ASD, some of these aspects were altered, such as hypernasality 6,10,22 , more acute pitch 8,12 and increased speech velocity 22 , with the first two being more prevalent among males. The acute frequency was expected in the age range of the present study considering that, among other factors, the size of the vocal cords and of the resonance chamber influence the production of an acute sound.…”

Revealing lecturer’s paralinguistic attribution: How the visual manner contributes to students’ non-cognitive skills

“…The relevance of situation-related variation of behavior; dependence versus independence of the channel on simu ltaneous linguistic behavior usage (Laver, 1999), which substituted the speakers to modify the linguistic features (Yamashita, 2013) and to control intentions, attitudes, emphasis, and speaking styles regarding the part of non-linguistics. The function deals with modifying and clarify ing of the voice intonation (Parola et al, 2015), non-verbal behaviors, such as eye contacts, facial expressions, postures and gestures (Wiklund, 2016), time, space and territory (Anvari & Atiyaye, 2014) with some expressions, such as nodding head, raising thumb, smiling lips, clapping hands, and joking act ivities (Maolida, 2013) as well.…”

“…Next, conversation analysis constituted an innovative and efficient method for understanding students' problems (Wiklund, 2016). Tsou (2005) addressed students' participation that could be integrated into the regular learning, not only in students' proficiency achievement, but also their attitudes towards class activities became more positive, particularly to those whose participation backgrounds were passive enough.…”

Using video modeling to improve the social communication of an adolescent with autism spectrum disorder

“…In this review, two categories of complex social interaction skills were specifically sought: verbal conversations and the coordination of verbal and nonverbal behaviors to communicate meaning. Conversation is a highly complex social interaction that is especially important for social competence in adolescence (Gallagher, 1993 andWiklund, 2016). Effective conversation requires verbal social initiations and responses, an understanding of the concept reciprocity and turn-taking as well as maintaining topical relevance.…”