Repair Strategies Used by Elementary-Age Beginning Communicators with Autism: A Preliminary Descriptive Study

Autor/inn/en	Ohtake, Yoshihisa; Yanagihara, Masafumi; Nakaya, Akitaka; Takahashi, Shoji; Sato, Etsuko; Tanaka, Minoru
Titel	Repair Strategies Used by Elementary-Age Beginning Communicators with Autism: A Preliminary Descriptive Study
Quelle	In: Focus on Autism and Other Developmental Disabilities, 20 (2005) 3, S.158-168 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
Schlagwörter	Semantics; Autism; Interpersonal Communication; Elementary School Students; Communication Problems; Intervention + Suchen Sie Ihr Suchwort? Semantik; Autismus; Interpersonale Kommunikation; Kommunikationsbarriere
Abstract	This descriptive study extends previous studies on communication repairs by (a) involving elementary-age children with autism who are prelinguistic to emergent one-word communicators and (b) examining repair strategies in terms of the relationships between the conventionality and functionality of communication forms and the type of breakdown. Communication initiations and repairs emitted by three students with autism were observed in natural settings in which communication breakdowns were intentionally introduced. The students repaired almost all the breakdowns regardless of type. Furthermore, they repaired communication breakdowns effectively by adding semantic categories. They were likely to adjust their repair strategies according to the social meaning of "without attention." When they repaired communication breakdowns by modifications, they were more likely to use less-conventional forms. The results are discussed in relation to interventions in communication competence. (Author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10