Speech and Interaction of Preadolescents with Autism Spectrum Disorder: Focus on Prosody, Disfluencies and Comprehension Problems (Prosody, Phonology and Phonetics)

Preface 1. Introduction 1.1. Background 1.2. Topics treated in the book 1.3. Data 1.4. Methods 2. Prosody 2.1. Overview of previous research on the prosody of persons with ASD 2.2. Prosodic characteristics of preadolescent boys with ASD 2.3. Perception of atypicality by neurotypical listeners 2.4. The role of prosodic features in the creation of comprehension problems 2.5. Conclusion 3. Disfluencies 3.1. Overview of previous research on disfluencies in the speech of persons with ASD 3.2. Disfluencies in the speech of preadolescent boys with and without ASD 3.3. The role of disfluencies in the creation of comprehension problems 3.4. Conclusion 4. Comprehension problems 4.1. Overview of previous research on conversational repairs in the interaction of persons with ASD 4.2. Causes of comprehension problems in group therapy sessions involving preadolescent boys with ASD 4.2.1. Overly literal interpretation of speech 4.2.2. Topical discontinuities 4.2.3. Non-verbal features associated with trouble-source turns: the role of eye contact 4.2.4. Other causes of comprehension problems 4.3. Conclusion 5. Gaze behavior 5.1. Overview of previous studies on the role of gaze in interaction from a conversation analytic point of view 5.2. Overview of previous studies on gaze-related features in the interaction of persons with ASD. 5.3. Three main patterns used for avoiding eye contact in group therapy sessions involving preadolescents boys with ASD 5.3.1. Fixing one's gaze straight ahead 5.3.2. Letting one's gaze wander around 5.3.3. Looking at one's own hands when speaking 5.4. General remarks on the gaze behaviour of preadolescents boys with ASD 5.5. Conclusion 6. Therapists' response strategies and teaching orientations 6.1. Therapists' response strategies in group therapy sessions involving preadolescent boys with ASD 6.1.1. Introduction 6.1.2. Five most common response strategies 6.1.2.1. Approval 6.1.2.2. Comment on the contents of a turn / turns 6.1.2.3. Question addressed to the whole group 6.1.2.4. Question concerning the contents of a turn / turns 6.1.2.5. Rephrasing the contents of a turn / turns 6.2. Therapists' teaching orientations in group therapy sessions involving preadolescent boys with ASD 6.2.1. Introduction 6.2.2. Implicit teaching orientation 6.2.3. Explicit teaching orientation 6.2.4. Prosodic problems: beyond teaching orientations? 6.3. Conclusion 7. Conclusion Bibliography List of transcription conventions Index of key words