Children diagnosed with an Autistic Spectrum Disorder (ASD) are frequently thought to be incapable of using communicative gestures. When children with an ASD undertake motor actions — other than practical actions (such as direct manipulation of the physical environment) — these are often taken to be either impaired relative to control groups or symptomatic of the child’s pathology. Drawing on videotaped data of children with an ASD interacting in home and school settings, we examine adult–child interactions in which children repeatedly tap items that are presented to them (for a response). We show how these actions are systematically placed at just those points where it is appropriate for the child to provide an answer (or candidate solution) to the adult’s question but before the child has completed it. Thus by investigating the sequential context in which actions of this sort are placed we can better appreciate the interactional work they undertake and the extent to which they are communicative gestures rather than either being interactionally irrelevant or symptomatic of an underlying pathology.
2018. Pedagogical intersubjectivity, autism and education: can teachers teach so that autistic pupils learn?. International Journal of Inclusive Education 22:6 ► pp. 594 ff.
2019. Curriculum and Pedagogy: The Teacher as Agent. In Autism, Pedagogy and Education, ► pp. 43 ff.
Conn, Carmel, Mererid Lewis & Siwan Matthews
2020. An analysis of educational dialogue as support for learning for young pupils with autism in mainstream schools. International Journal of Inclusive Education 24:3 ► pp. 251 ff.
De Jaegher, Hanne, Barbara Pieper, Daniel Clénin & Thomas Fuchs
2017. Grasping intersubjectivity: an invitation to embody social interaction research. Phenomenology and the Cognitive Sciences 16:3 ► pp. 491 ff.
Denman, Ashleigh & Ray Wilkinson
2011. Applying conversation analysis to traumatic brain injury: investigating touching another person in everyday social interaction. Disability and Rehabilitation 33:3 ► pp. 243 ff.
Dickerson, Paul & Ben Robins
2015. Looking or Spotting: A Conversation Analytic Perspective on Interaction between a Humanoid Robot, a Co-present Adult, and a Child with an ASC. In The Palgrave Handbook of Child Mental Health, ► pp. 59 ff.
Dickerson, Paul & Ben Robins
2017. Conversation Analysis with Children with an Autism Spectrum Disorder and Limited Verbal Ability. In A Practical Guide to Social Interaction Research in Autism Spectrum Disorders, ► pp. 167 ff.
2017. An interactional “live eye tracking” study in autism spectrum disorder: combining qualitative and quantitative approaches in the study of gaze. Qualitative Research in Psychology 14:3 ► pp. 239 ff.
2019. ‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism. Qualitative Research 19:1 ► pp. 30 ff.
Fantasia, Valentina, Hanne De Jaegher & Alessandra Fasulo
2014. We can work it out: an enactive look at cooperation. Frontiers in Psychology 5
Finlay, W. M. L. & C. Antaki
2012. How staff pursue questions to adults with intellectual disabilities. Journal of Intellectual Disability Research 56:4 ► pp. 361 ff.
Heller, Vivien & Friederike Kern
2021. The co-construction of competence: Trusting autistic children's abilities in interactions with peers and teachers. Linguistics and Education 65 ► pp. 100975 ff.
2021. Deontics at bedtime. Research on Children and Social Interaction 4:2
Jespersen, Ejgil & Jing He
2015. The Embodied Nature of Autistic Learning: Implications for Physical Education. Physical Culture and Sport. Studies and Research 65:1 ► pp. 63 ff.
Jingree, Treena & W.M.L. Finlay
2013. Expressions of dissatisfaction and complaint by people with learning disabilities: A discourse analytic study. British Journal of Social Psychology 52:2 ► pp. 255 ff.
2023. Children’s embodied practices for organizing participation in pretend play in an inclusive kindergarten. Research on Children and Social Interaction 6:2
2013. Gearing up to a New Activity: How Teachers use Object Adjustments to Manage the Attention of Children with Autism. Augmentative and Alternative Communication 29:1 ► pp. 83 ff.
Prado, Erika & Mary Bucholtz
2021. Getting dressed as a social activity. Research on Children and Social Interaction 5:2
Ramey, Monica & John Rae
2015. Parents’ Resources for Facilitating the Activities of Children with Autism at Home. In The Palgrave Handbook of Child Mental Health, ► pp. 459 ff.
Solomon, Olga, John Heritage, Larry Yin, Douglas W. Maynard & Margaret L. Bauman
2016. ‘What Brings Him Here Today?’: Medical Problem Presentation Involving Children with Autism Spectrum Disorders and Typically Developing Children. Journal of Autism and Developmental Disorders 46:2 ► pp. 378 ff.
[no author supplied]
2012. References. In The Handbook of Conversation Analysis, ► pp. 741 ff.
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