Stiegler Lillian N
Southeastern Louisiana University, Department of Communication Sciences & Disorders, Box 10879 SLU, Hammond, LA 70402, USA.
Lang Speech Hear Serv Sch. 2007 Oct;38(4):400-13. doi: 10.1044/0161-1461(2007/041).
This article is intended to demonstrate that adapted conversation analysis (CA) and speech act analysis (SAA) may be applied by speech-language pathologists (SLPs) to (a) identify communicative competencies in nonspeaking children with autism spectrum disorder (ASD), especially during particularly successful interactions, and (b) identify communicative patterns that are exhibited by interventionists and communication partners that may positively or negatively impact interactions with such children.
A case example involving an 8-year-old boy with autism and the author, an SLP, is explicated. A videotaped segment from an intervention session was transcribed and subjected to adapted forms of CA and SAA.
CA and SAA helped reveal several underlying competencies in the boy's communicative output, including an awareness of conversational structure and sequence, diversity of communicative acts, functional use of gaze and smile behavior, and the ability to spontaneously initiate interactions. Observations regarding the SLP's interactive style included the use of multiple instances of "asking" as well as multiple "derailments" of the boy's obvious communicative bids.
CA and SAA may be adapted to gain a clearer picture of what takes place during especially positive communicative interactions with nonspeaking children with ASD.
本文旨在证明言语治疗师（SLP）可运用适应性会话分析（CA）和言语行为分析（SAA）来（a）识别自闭症谱系障碍（ASD）非言语儿童的沟通能力，尤其是在特别成功的互动过程中，以及（b）识别干预者和沟通伙伴所展现的可能对与这类儿童的互动产生积极或消极影响的沟通模式。
详细阐述了一个涉及一名8岁自闭症男孩与作为言语治疗师的作者的案例。对一段干预 session 的录像片段进行转录，并采用适应性的CA和SAA形式进行分析。
CA和SAA有助于揭示该男孩沟通输出中的几种潜在能力，包括对会话结构和顺序的意识、沟通行为的多样性、注视和微笑行为的功能性运用以及自发发起互动的能力。关于言语治疗师互动风格的观察结果包括多次“提问”以及对男孩明显沟通意图的多次“干扰”。
CA和SAA可进行调整，以更清晰地了解与ASD非言语儿童进行特别积极的沟通互动时发生的情况。
