Question–response–evaluation sequences in the home interactions of a bilingual child with autism spectrum disorder

Abstract

Background Prior research has described the prevalence and utility of questions in children's language learning environment. However, there has been little empirical investigation of the interaction sequences that ensue following caregiver questions. Understanding these interactions may be especially important for children with autism spectrum disorder (ASD), who may have difficulty engaging in reciprocal interactions. Question–response–evaluation sequences (QRE) are a particular type of interaction sequence launched by questions that have been examined primarily in classroom contexts. Less research has been devoted to understanding how caregivers and children with ASD leverage this interactional format in the context of home interactions. Aims We focus on QRE sequences within interactions between a 5‐year‐old bilingual child with ASD and his parents. In these sequences, the adult poses known‐answer questions, the child responds and the adult evaluates the response. QRE sequences are primarily structured by the questioner (i.e., the parents in our context), and we examine the interactive work done by parents to initiate, maintain and close these sequences. We also examine the child's contributions to these sequences. Methods & Procedures We applied conversation analysis (CA) to video recordings of home routines, such as play, book‐reading and schoolwork. Videos were fully transcribed using CA conventions, and 55 QRE segments were isolated from the data corpus for further analysis. Outcomes & Results Q‐word questions (i.e., where, what, why, when, how questions) were the most prevalent question format, and repetition of the child's response was the most prevalent form of evaluation. We found that QRE sequences were embedded within a variety of action trajectories that extend beyond pedagogical functions. These included repairing a prior utterance, extending collaborative play routines and engaging in topically connected labelling rituals. Conclusions & Implications QRE sequences appeared to strike a balance in terms of the level of constraint they placed on the child's contributions to interactions, and the affordances they provide for participating in and progressing through interactions. This study can help clinicians understand the types of interactions that can be pursued with QRE sequences in their work with children with ASD. The findings may also aid intervention researchers’ efforts to leverage caregivers’ existing strengths for adapting their interactional overtures to maximize children's engagement. Finally, this study provides an illustration of caregiver–child interactions in a population that is currently under‐represented in the literature.

Sequence organization of autistic children’s play with caregivers: Rethinking follow-in directives

“…These types of interactions bear some similarities to constraint sequences (Bottema-Beutel, Oliveira, Cohen, & Miguel, 2020; Sterponi, de Kirby, & Shankey, 2015), which are launched by first pair parts that constrain the possible responses from the interlocutor. An example is question–response–evaluation (QRE) sequences shown in Example 5.…”

A Systematic Literature Review of Autism Research on Caregiver Talk

“…In contrast, during family routines such as dressing or bed time, caregivers give directives with the expectation that they will be fulfilled, and will provide continued prompts or even negative consequences until the requested action is completed [Goodwin & Cekaite, 2018]. Similarly, caregivers' use of known‐answer questions (a common form of talk used by caregivers of children with communication impairments) can result in interactions that range from playful and creative, to constraining and pedagogical [Bottema‐Beutel, Oliveira, et al, 2020; Sterponi & Fasulo, 2010].…”

Hablando at home: Examining the interactional resources of a bilingual autistic child

“…Qualitative studies have shown that autistic children, including multilingual autistic children, engage in a variety of sophisticated interactional processes across a range of situations (Angulo-Jimenez, 2020;Bottema-Beutel, et al, 2020;Klein 2021;Yu, 2016). Some aspects of multilingual autistic children's expressive language are similar to that of their monolingual peers (Gonzalez-Barrero & Nadig, 2017;Prévost & Tuller, 2022;Siyambalapitiya et al, 2021).…”

“…Transcripts were analyzed to identify code-switching excerpts, a phenomenon of interest noted during a previous conversational analysis study in which researchers were guided by a process of 'unmotivated looking' (Bottema-Beutel, et al, 2020;ten Have, 2001). For this study we identified instances of code-switchinginterlocutors switching between speaking Spanish and English and back to Spanish or Englishin 14 of the 20 transcripts.…”