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

Bottema‐Beutel, Kristen; Louick, Rebecca; White, Rachael

doi:10.1016/j.jcomdis.2015.05.002

Cited by 10 publications

(5 citation statements)

References 27 publications

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“…Additionally, the constant use of the letter 'p' could be a sign of repetitive interest commonly associated with autism (APA, 2013;Bottema-Beutel et al, 2015), and our data manifests in a manner that supports the construction of the diary. The phenomenon of linguistic repetitiveness in autism is not limited to echolalic utterances (Dobbinson et al, 1998); it can also manifest in the repetition of a specific structure or a particular topic in the dialogue.…”

Section: Other-initiated Self-provided Accountssupporting

confidence: 72%

The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland

Ferreira

Bottema‐Beutel

2023

J Autism Dev Disord

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Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7–10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children’s participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children’s participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children’s reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed.

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Section: Other-initiated Self-provided Accountssupporting

confidence: 72%

The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland

Ferreira

Bottema‐Beutel

2023

J Autism Dev Disord

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“…The first aspect relates to comprehending repetition as an element of children's subjectivity and, within this perspec tive, understanding engagement through repetition. Repetitive behaviours and interests are commonly associated with autism (American Psychiatric Association, 2013;Bottema-Beutel et al, 2015) and can appear both through linguistic echolalic utterances (De Jaegher, 2013) and in the repetition of a specific structure or a particular topic in the interaction (Dobbinson et al, 1998). Previous studies with children on the AS have called attention to possible repetitions of themes in children's drawings (Ferreira & Bottema-Beutel, 2023), and they have accounted for it as the elements that create regularity, consistency, and familiarity that children on the AS seek in routines.…”

Section: Discussionmentioning

confidence: 99%

Material engagement shaping participation of children on the autism spectrum: Embodiment and subjectivity in small-group learning

Ferreira,

Muniz

2024

Eur. J. Psychol.

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This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children’s participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children’s participation. We present two case studies of 9–10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children’s interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity—experiences, ideas and the system through which they interact with the world. Repetition framed children’s productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children’s perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education.

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“…Oman puheen kaiuttaminen on usein yhden sanan toistamista, joka suuntautuu toiminnan aloittamiseen (esim. jonkin esineen saamiseen käteensä), toiminnan lopettamiseen, keskustelukumppanin huomion saamiseen (Bottema-Beutel, Louick & White, 2015;Stribling ym., 2007) tai haluun korostaa jotakin asiaa ja siihen sitoutumista (Sterponi & Shankey, 2014;Sorjonen, 1996). Keskustelukumppanin vuoron kaiuttamisessa taas henkilö voi toistaa joko lähiympäristös-sään olevien henkilöiden puhetta tai esimerkiksi mediasta kuulemiaan ilmaisuja (Stiegler, 2015;Stribling ym., 2007).…”

Section: Kaikupuheen Ilmenemismuodotunclassified

Oppilaiden kaikupuheen tehtävät kielellisesti epäsymmetrisissä luokkahuonekeskusteluissa

Vehkakoski¹,

Rantala²

2017

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Keskustelukumppanin puheen toistaminen tarjoaa henkilölle, jolla on käytössään rajalliset kielelliset resurssit, mahdollisuuden osallistua aktiivisesti keskusteluun. Tällaiseen toistamiseen on suhtauduttu aikaisemmissa tutkimuksissa kahtalaisesti: sitä on pidetty joko ei-toivottuna ja poisopittavana ekolalisena puheena tai sen on uskottu palvelevan kielitaidoltaan heikomman keskustelijan vuorovaikutuksellisia tavoitteita. Tässä artikkelissa tarkastellaan, mitä oppilaiden kaiuttavalla puheella tehdään ja miten opettajat vastaavat siihen luokkahuonekeskusteluissa. Tutkimusaineisto koostuu videotallennetuista oppitunneista autismiopetusryhmässä (N = 11) ja yksilöllisen opetuksen pienryhmässä (N = 9). Aineistossa oppilaat käyttivät kaikupuhetta responsseina joko opettajan uutta tietoa esitteleviin lausumiin, ohjaileviin lausumiin tai kysymyksiin. Vuorovaikutustilanteiden keskustelunanalyyttinen mikroanalyysi osoitti kaiuttamisen palvelevan orientoitumisena opettajan vuoroon, korjausaloitteena, itseä ohjaavana lausumana sekä sanojen opettelun keinona. Opettajien responssit oppilaiden kaikupuheeseen olivat pääasiallisesti lyhyitä ja sen nopeasti ohittavia. Opettajien taito tunnistaa kaikupuheen kommunikatiivisia tehtäviä on tärkeää, jotta lapsen toimijuus ja hänelle merkitykselliset asiat saisivat tilaa keskustelussa.Avainsanat: kaikupuhe, keskustelunanalyysi, luokkahuonevuorovaikutus, opettaja, oppilas, toisto JOHDANTO Keskustelukumppanin käyttämien ilmaisujen toistaminen on yleinen keskustelun resurssi, jolla voidaan esimerkiksi orientoitua keskustelukumppanin vuoroon

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

Cited by 10 publications

References 27 publications

The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland

The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland

Material engagement shaping participation of children on the autism spectrum: Embodiment and subjectivity in small-group learning

Oppilaiden kaikupuheen tehtävät kielellisesti epäsymmetrisissä luokkahuonekeskusteluissa

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