Principles of Assessment and Intervention

Brinton, Bonnie; Fujiki, Martin; Fujiki, Robert Brinton

doi:10.1002/9781119606987.ch6

Cited by 1 publication

(2 citation statements)

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“…This is an important finding, since listener feedback is an integral part of successful communication (Levinson & Enfield, 2006 ). Relatively infrequent listener feedback could be a contributing factor in why interactions with individuals with ASD are perceived as awkward by others (Brinton & Fujiki, 1989 ; Marans et al, 2005 ). As described in the introduction, when listeners produce little or no listener feedback, speakers feel less comfortable in the interaction and have to use more words to convey their message (Bavelas et al, 2000 ; Marans et al, 2005 ).…”

Section: Discussionmentioning

confidence: 99%

“…This research has also shown that individuals with ASD attend less to cues from their partner, and this results in them appearing disinterested in the conversation (Klinger & Williams, 2009 ). Relatedly, NT conversation partners often report that conversation with ASD individuals is awkward and that they perceive the individual with ASD to be boring, rude, disinterested or inappropriate (Brinton & Fujiki, 1989 ; Marans et al, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation

Matthewman

Zane

Grossman

2021

J Autism Dev Disord

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In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions.

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