Interactional Functions of Therapists’ Reformulations in a Group Session Involving French-Speaking Children with Autism Spectrum Disorder

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Background: In this article, we analyze a group therapy session involving four 11-to 13-year-old French-speaking boys with autism spectrum disorder (ASD) and their two female therapists. We focus on speaking turns in which the therapists reformu-late the contents of a preceding turn produced by a child. Method: Methodologically, the study is based mainly on conversation analysis. Results: The analyses show that the therapists clearly aim to achieve meaningful learning outcomes with regard to the topic of conversation, and the reformulations constitute an essential tool in this process. Most often, reformulations are used to provide a more compact and more effective formulation of the turn in terms of the topic of conversation. Sometimes, a reformulation is used to assist a speaker who is experiencing problems with the formulation of their utterances. The reformulations also often include signs of approval and constitute positive feedback for the children. In some contexts, for example, in the case of turns including sensitive content, refor-mulations can constitute a strategy of avoiding repetition.
Translated title of the contributionKuntouttajien tekemien uudelleenmuotoilujen vuorovaikutukselliset tehtävät ranskankielisten autismikirjon lasten ryhmäkuntoutuskeskustelussa
Original languageEnglish
JournalJournal of Interactional Research in Communication Disorders
Issue number2
Pages (from-to)312-327
Number of pages16
Publication statusPublished - 26 May 2023
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 6121 Languages
  • Autism spectrum disorder
  • French-speaking children
  • Interaction with therapists
  • Reformulations

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