Using conversation analysis to explore the recurrence of a topic in the talk of a boy with an autism spectrum disorder

Stribling, Penny; Rae, John; Dickerson, Paul

doi:10.1080/02699200802491165

Cited by 37 publications

(26 citation statements)

References 32 publications

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“…Nevertheless, the qualitative analysis of the videos revealed that the children's joint attention increased over the sessions. These results are contradictory with other studies, which refer that, the use of robots could elicit repetitive motor behaviours (Lund et al, 2009;Stribling et al, 2009).…”

Section: Discussioncontrasting

confidence: 56%

Lego Robots & Autism Spectrum Disorder: a potential partnership?

Costa¹,

Soares

Santos³

et al. 2016

R Est Inv Psico y Educ

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Individuals with autism spectrum disorder (ASD) present difficulties in developing social behaviours, in communicating gestural or verbally, and they may present some repetitive motor activities. The objective of this study was to improve social competences and to enable the transfer of acquired skills of five children with ASD and intellectual disabilities using a low-cost Lego robot as a mediator. The proposed methodology was divided in five phases: Familiarization, Pre-test, Practice, Post-Test and Transfer of Skills. The study ran in two sequential periods at different places. Each of these periods tackled different individual research questions and goals (taking into account the target group). During each period, the proposed methodology had to be adjusted according to the current context. Therefore, different experimental scenarios and corresponding specific goals had to be delineated. Results show that joint attention of the children increased over the sessions; and interaction with the researcher was verified. Furthermore, results show that there was an effective transfer of skills in the addressed case studies. This reinforces conclusions that robots seem, in fact, powerful tools that should be explored concerning this target population. But a more detailed study is required. The proposed methodology can be used by professionals and parents as a complement to common interventions.Keywords: autism spectrum disorder, assistive robotics, social interaction, human-robot interaction Resumo A perturbação do espectro do autismo (PEA) caracteriza-se por dificuldades no desenvolvimento de comportamentos sociais, na comunicação verbal ou gestual, e pela manifestação de atividades motoras repetitivas. O objetivo deste estudo foi o de melhorar as competências sociais e a transferência das competências de cinco crianças com PEA e deficiência mental associada usando um robô de baixo custo da Lego como um mediador. A metodologia proposta foi dividida em cinco fases: familiarização, pré-teste, prática, pós-teste e transferência de competências. O estudo foi realizado em dois períodos sequenciais em diferentes lugares. Em cada período foram definidas diferentes questões de investigação tendo em conta o grupo-alvo. Os resultados mostram que a atenção conjunta e a interação com o investigador aumentaram ao longo das sessões. Além disso, os resultados indicam que houve uma transferência efetiva de competências nos estudos de caso abordados. Isso reforça as conclusões que o robô da Lego pode ser uma ferramenta adequada a ser explorada com esta população-alvo. No entanto, é necessário um estudo mais detalhado e com uma amostra maior. A metodologia proposta pode ser usada por profissionais e pais como complemento às intervenções tradicionais.Palavras chave: perturbação do espectro do autismo, robótica de assistência, interação social, interação humano-robô

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Section: Discussioncontrasting

confidence: 56%

Lego Robots & Autism Spectrum Disorder: a potential partnership?

Costa¹,

Soares

Santos³

et al. 2016

R Est Inv Psico y Educ

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“…Speakers with ASD, however, may not be attuned to the face-work negotiations just described. A lack of attunement may partially explain tendencies to pursue or repeat topics of interest even when conversation partners appear unengaged (Stribling et al, 2009). …”

Section: Face-work and The Pursuit Of Responsementioning

confidence: 98%

“…We investigate both the conditions under which this form of repetition is produced, and the interactional consequences of repetition in a peer group context. CA work on echolalia Stribling, Rae, & Dickerson, 2007) and topic perseveration (Dobbinson, Perkins, & Boucher, 2003;Stribling, Rae, & Dickerson, 2009) has re-examined repetition by speakers with ASD, which was once categorized as a target for remediation. Conceptualizations have now shifted from viewing repetition as an exclusively within-child marker of linguistic deficit that hinders interaction, to a more interactionally structured phenomenon that is responsive to surrounding talk and is conversationally relevant.…”

mentioning

confidence: 98%

Repetition, response mobilization, and face: Analysis of group interactions with a 19-year-old with Asperger syndrome

Bottema‐Beutel

Louick

White

2015

Journal of Communication Disorders

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“…While issues of repetition in language have been addressed by psycholinguistics, especially in relation to alzheimer's disease (Schneck et al 1982;Katzman 1985;Swihart and Pizzolo 1988) and autism (Stribling et al 2009;Sterponi and Shankey 2013), and while sociolinguistics has addressed this as well (hamilton 1994;Ramanathan 1997;Davis 2005;Schrauf and Iris 2012), the role of repetition in PtSD from a critical psycho-and sociolinguistic orientation is underresearched. This paper bridges this gap.…”

Section: Introductionmentioning

confidence: 99%