Abbot-Smith, Kirsten, Matthews, Danielle, Bannard, Colin, Nice, Joshua, Malkin, Louise, Williams, David M., Hobson, William (2024) Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children. Autism, . ISSN 1362-3613. (In press) (doi:10.1177/13623613241286610) (KAR id:107156)
PDF
Publisher pdf
Language: English
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
|
Download this file (PDF/373kB) |
Preview |
Request a format suitable for use with assistive technology e.g. a screenreader | |
PDF
Author's Accepted Manuscript
Language: English |
|
Download this file (PDF/681kB) |
Preview |
Request a format suitable for use with assistive technology e.g. a screenreader | |
Official URL: https://journals.sagepub.com/home/aut |
Abstract
Keeping a conversation going is the social glue of friendships. The DSM criteria for autism list difficulties with back-and-forth conversation but does not necessitate that all autistic children will be equally impacted. We carried out three studies (two pre-registered) with verbally-fluent school children (age 5-9 years) to investigate how autistic and neurotypical children maintain a conversation topic. We also investigated within-group relationships between conversational ability and cognitive and socio-cognitive predictors. Study 1 found autistic children were more likely than neurotypical controls to give off-topic and generic minimal responses (e.g. ‘mm’, ‘oh’) and were less likely to give non-verbal responses (e.g. nodding or use of facial affect to respond). Nonetheless, the autistic group provided topic-supporting responses 62% of the time, indicating some aspects of conversation topic maintenance are a relative strength. Studies 2 and 3 found large individual differences in topic-supporting conversational responding amongst both neurotypical and autistic children. These were positively related to theory of mind ability and age in both groups. Conversational skills lie on a continuum for the general population and differences by diagnostic group are a matter of degree. Given the importance for peer relationships, we suggest a whole-classroom approach to supporting conversation skills in all children.
Item Type: | Article |
---|---|
DOI/Identification number: | 10.1177/13623613241286610 |
Uncontrolled keywords: | autism; children; conversation; pragmatics; social communication; topic; contingent; reciprocal; Theory of Mind; working memory |
Subjects: |
B Philosophy. Psychology. Religion > BF Psychology B Philosophy. Psychology. Religion > BF Psychology > BF41 Psychology and philosophy |
Divisions: | Divisions > Division of Human and Social Sciences > School of Psychology |
Funders: | University of Kent (https://ror.org/00xkeyj56) |
Depositing User: | Kirsten Abbot-Smith |
Date Deposited: | 08 Sep 2024 13:49 UTC |
Last Modified: | 05 Nov 2024 13:12 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/107156 (The current URI for this page, for reference purposes) |
- Link to SensusAccess
- Export to:
- RefWorks
- EPrints3 XML
- BibTeX
- CSV
- Depositors only (login required):