Conversational adaptation in children and teens with autism: Differences in talkativeness across contexts.
Conversational adaptation in children and teens with autism: Differences in talkativeness across contexts.
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DOI：
10.1002/aur.2693
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发表时间：
2022-06
期刊：
影响因子：
4.7
通讯作者：
Parish-Morris, Julia
中科院分区：
文献类型：
--
作者：
Cola, Meredith;Zampella, Casey J.;Yankowitz, Lisa D.;Plate, Samantha;Petrulla, Victoria;Tena, Kimberly;Russell, Alison;Pandey, Juhi;Schultz, Robert T.;Parish-Morris, Julia
关键词：
成功的社交沟通是复杂的；它依赖于有效地部署和不断修正自己的行为，以适应特定对话、合作伙伴和环境的需求。例如，一个熟练的健谈者可能会本能地对安静的伴侣少说话，而对健谈的伴侣多说话。先前的研究表明，跨社会环境的行为灵活性对于患有自闭症谱系疾病（ASC）的个体来说可能是一个特殊的挑战，而难以适应不断变化的对话需求会导致沟通障碍和不良的社会结果。在这项研究中，我们研究了对话适应能力的降低（通过健谈程度来衡量）是否能够将 48 名语言流利的 ASC 儿童和青少年与 50 名年龄、智商和性别比例相匹配的神经正常 (NT) 同龄人区分开来。参与者与两个新的对话伙伴完成了社交技能的情境评估。第一个表现出对谈话感兴趣并且说得更多（感兴趣条件），而第二个表现出无聊并且说得更少（无聊条件）。结果显示，与无聊条件相比，NT 参与者在感兴趣条件下更加健谈，从而模仿对话伙伴的行为 (z = 9.92，p < .001)。相比之下，ASC 组并没有根据“无聊”和“感兴趣”的环境差异调整自己的行为，而是在这两种环境中始终保持健谈（p = .88）。这项研究的结果对于理解 ASC 的社会沟通和行为适应具有重要意义，并且对于有兴趣提高语言流利的自闭症患者的会话能力的临床医生可能很有价值。社交沟通（包括日常对话）对于自闭症患者来说可能具有挑战性。在成功的对话中，人们倾向于调整自己语言的某些方面，使其与伴侣的语言更加相似。在这项研究中，我们发现患有自闭症的儿童和青少年不会因为社交伙伴或多或少健谈而改变自己的健谈程度，而神经正常的同龄人却会这样做。这些发现对于提高语言流利的自闭症患者的会话能力具有临床意义。注意：根据自闭症社区内的自我倡导者、照顾者和家长表达的不同偏好，本文同时使用身份优先语言（即自闭症参与者）和个人优先语言（即自闭症参与者）。本文还使用“自闭症谱系病症”（ASC）一词代替“自闭症谱系障碍”（ASD），以反映自闭症是一种神经发育差异而不是一种病理学的观点。在本文中，我们的术语取自世界卫生组织的定义，例如“性别”一词指的是基因构成，“性别”指的是社会文化建构；我们使用“女孩”和“男孩”这两个词来指代父母或照顾者报告的性别。我们承认性和性别的概念不是二元的，并认识到许多自闭症患者认为自己是跨性别者、非二元性或性别多样化的人。
Successful social communication is complex; it relies on effectively deploying and continuously revising one’s behavior to fit the needs of a given conversation, partner, and context. For example, a skilled conversationalist may instinctively become less talkative with a quiet partner and more talkative with a chattier one. Prior research suggests that behavioral flexibility across social contexts can be a particular challenge for individuals with autism spectrum condition (ASC), and that difficulty adapting to the changing needs of a conversation contributes to communicative breakdowns and poor social outcomes. In this study, we examine whether reduced conversational adaptation, as measured by talkativeness, differentiates 48 verbally fluent children and teens with ASC from 50 neurotypical (NT) peers matched on age, IQ, and sex ratio. Participants completed the Contextual Assessment of Social Skills with two novel conversation partners. The first acted interested in the conversation and talked more (Interested condition), while the second acted bored and talked less (Bored condition). Results revealed that NT participants emulated their conversation partner’s behavior by being more talkative in the Interested condition as compared to the Bored condition (z = 9.92, p < .001). In contrast, the ASC group did not differentially adapt their behavior to the Bored vs. Interested context, instead remaining consistently talkative in both (p = .88). The results of this study have implications for understanding social communication and behavioral adaptation in ASC, and may be valuable for clinicians interested in improving conversational competence in verbally fluent individuals with autism. Social communication – including everyday conversations – can be challenging for individuals on the autism spectrum. In successful conversations, people tend to adjust aspects of their language to be more similar to their partners’. In this study, we found that children and teens with autism did not change their own talkativeness in response to a social partner who was more or less talkative, whereas neurotypical peers did. These findings have clinical implications for improving conversational competence in verbally fluent individuals with autism. N.B. In line with variable preferences expressed by self-advocates, caregivers, and parents within the autism community, this paper uses both identity-first language (i.e., autistic participants) and person-first language (i.e., participants with autism). This paper also uses the term Autism Spectrum Condition (ASC) instead of Autism Spectrum Disorder (ASD) to reflect the perspective that autism is a neurodevelopmental difference rather than a pathology. In this paper, our terminology is drawn from World Health Organization definitions, such that the word “sex” refers to genetic makeup, and “gender” refers to a socio-cultural construct; we use the words “girl” and “boy” to refer to sex as reported by parents or caregivers. We acknowledge that the concepts of sex and gender are not binary and recognize that many autistic individuals identify as transgender, non-binary, or gender diverse.
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影响因子：
4.7
作者：
Beggiato, Anita;Peyre, Hugo;Delorme, Richard
通讯作者：
Delorme, Richard
影响因子：
5.2
作者：
Billstedt, Eva;Gillberg, I. Carina;Gillberg, Christopher
通讯作者：
Gillberg, Christopher
影响因子：
3.9
作者：
Dolan BK;Van Hecke AV;Carson AM;Karst JS;Stevens S;Schohl KA;Potts S;Kahne J;Linneman N;Remmel R;Hummel E
通讯作者：
Hummel E
影响因子：
2.2
作者：
De Marchena, Ashley;Eigsti, Inge-Marie
通讯作者：
Eigsti, Inge-Marie
DOI：
10.1002/aur.1479
发表时间：
2015-10
期刊：
Autism research : official journal of the International Society for Autism Research
影响因子：
--
作者：
Chevallier C;Parish-Morris J;McVey A;Rump KM;Sasson NJ;Herrington JD;Schultz RT
通讯作者：
Schultz RT