Ungrammatical utterances and disfluent speech as causes of comprehension problems in interactions of preadolescents with high functioning autism

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Abstract

This study describes the role of ungrammatical utterances and disfluent speech in the creation of comprehension problems between the participants in group therapy sessions of preadolescents with autism. The speech of the autistic preadolescents included frequent disfluencies and morpho-syntactic problems, such as wrong case endings, ambiguous pronominal references, grammatically incoherent syntactic structures and inaccurate tenses, which caused problems of comprehension. Three different interactional trajectories occurred when solving the potential problems of comprehension following the morpho-syntactically disfluent turns. First, the disfluent turn sometimes led to a clarification request by a co-participant, either a therapist or another participant with ASD. The preadolescents with ASD showed interactional skilfulness in requesting clarification when faced with comprehension problems. Second, in contrast, other occurrences included one or several self-repairs by the speaker with ASD. In these cases, the other group participants either did not react or they encouraged the speaker to continue using discourse particles. If the self-repairing disfluencies led to a persisting problem of comprehension, the therapists sometimes intervened and resolved the problem. However, direct interventions by the therapists were infrequent because the participants with ASD were mostly able to resolve the comprehension problems by themselves. Third, some disfluent and/or grammatically incorrect turns were not treated as problematic by the co-participants nor by the speaker himself.
Translated title of the contributionEpäkieliopilliset lausumat ja epäsujuva puhe ymmärrysongelmien aiheuttajina lievästi autististen varhaisnuorten vuorovaikutuksessa
Original languageEnglish
JournalClinical Linguistics & Phonetics
Volume33
Issue number7
Pages (from-to)654-676
Number of pages23
ISSN0269-9206
DOIs
Publication statusPublished - 3 Jul 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • ADULTS
  • ASPERGER-SYNDROME
  • Autism
  • COMMUNICATION
  • CONVERSATIONS
  • DISCOURSE
  • IMPAIRMENTS
  • LANGUAGE
  • MIND
  • REPAIR
  • SCHOOL-AGED CHILDREN
  • comprehension problems
  • conversation analysis
  • disfluent speech
  • morpho-syntactic problems
  • 6121 Languages
  • 6163 Logopedics
  • 6161 Phonetics

Cite this

@article{7ec66a464d774df797d8d7d9363a8cde,
title = "Ungrammatical utterances and disfluent speech as causes of comprehension problems in interactions of preadolescents with high functioning autism",
abstract = "This study describes the role of ungrammatical utterances and disfluent speech in the creation of comprehension problems between the participants in group therapy sessions of preadolescents with autism. The speech of the autistic preadolescents included frequent disfluencies and morpho-syntactic problems, such as wrong case endings, ambiguous pronominal references, grammatically incoherent syntactic structures and inaccurate tenses, which caused problems of comprehension. Three different interactional trajectories occurred when solving the potential problems of comprehension following the morpho-syntactically disfluent turns. First, the disfluent turn sometimes led to a clarification request by a co-participant, either a therapist or another participant with ASD. The preadolescents with ASD showed interactional skilfulness in requesting clarification when faced with comprehension problems. Second, in contrast, other occurrences included one or several self-repairs by the speaker with ASD. In these cases, the other group participants either did not react or they encouraged the speaker to continue using discourse particles. If the self-repairing disfluencies led to a persisting problem of comprehension, the therapists sometimes intervened and resolved the problem. However, direct interventions by the therapists were infrequent because the participants with ASD were mostly able to resolve the comprehension problems by themselves. Third, some disfluent and/or grammatically incorrect turns were not treated as problematic by the co-participants nor by the speaker himself.",
keywords = "ADULTS, ASPERGER-SYNDROME, Autism, COMMUNICATION, CONVERSATIONS, DISCOURSE, IMPAIRMENTS, LANGUAGE, MIND, REPAIR, SCHOOL-AGED CHILDREN, comprehension problems, conversation analysis, disfluent speech, morpho-syntactic problems, 6121 Languages, 6163 Logopedics, 6161 Phonetics",
author = "Mari Wiklund and Minna Laakso",
year = "2019",
month = "7",
day = "3",
doi = "10.1080/02699206.2019.1578415",
language = "English",
volume = "33",
pages = "654--676",
journal = "Clinical Linguistics & Phonetics",
issn = "0269-9206",
publisher = "TAYLOR & FRANCIS INC",
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TY - JOUR

T1 - Ungrammatical utterances and disfluent speech as causes of comprehension problems in interactions of preadolescents with high functioning autism

AU - Wiklund, Mari

AU - Laakso, Minna

PY - 2019/7/3

Y1 - 2019/7/3

N2 - This study describes the role of ungrammatical utterances and disfluent speech in the creation of comprehension problems between the participants in group therapy sessions of preadolescents with autism. The speech of the autistic preadolescents included frequent disfluencies and morpho-syntactic problems, such as wrong case endings, ambiguous pronominal references, grammatically incoherent syntactic structures and inaccurate tenses, which caused problems of comprehension. Three different interactional trajectories occurred when solving the potential problems of comprehension following the morpho-syntactically disfluent turns. First, the disfluent turn sometimes led to a clarification request by a co-participant, either a therapist or another participant with ASD. The preadolescents with ASD showed interactional skilfulness in requesting clarification when faced with comprehension problems. Second, in contrast, other occurrences included one or several self-repairs by the speaker with ASD. In these cases, the other group participants either did not react or they encouraged the speaker to continue using discourse particles. If the self-repairing disfluencies led to a persisting problem of comprehension, the therapists sometimes intervened and resolved the problem. However, direct interventions by the therapists were infrequent because the participants with ASD were mostly able to resolve the comprehension problems by themselves. Third, some disfluent and/or grammatically incorrect turns were not treated as problematic by the co-participants nor by the speaker himself.

AB - This study describes the role of ungrammatical utterances and disfluent speech in the creation of comprehension problems between the participants in group therapy sessions of preadolescents with autism. The speech of the autistic preadolescents included frequent disfluencies and morpho-syntactic problems, such as wrong case endings, ambiguous pronominal references, grammatically incoherent syntactic structures and inaccurate tenses, which caused problems of comprehension. Three different interactional trajectories occurred when solving the potential problems of comprehension following the morpho-syntactically disfluent turns. First, the disfluent turn sometimes led to a clarification request by a co-participant, either a therapist or another participant with ASD. The preadolescents with ASD showed interactional skilfulness in requesting clarification when faced with comprehension problems. Second, in contrast, other occurrences included one or several self-repairs by the speaker with ASD. In these cases, the other group participants either did not react or they encouraged the speaker to continue using discourse particles. If the self-repairing disfluencies led to a persisting problem of comprehension, the therapists sometimes intervened and resolved the problem. However, direct interventions by the therapists were infrequent because the participants with ASD were mostly able to resolve the comprehension problems by themselves. Third, some disfluent and/or grammatically incorrect turns were not treated as problematic by the co-participants nor by the speaker himself.

KW - ADULTS

KW - ASPERGER-SYNDROME

KW - Autism

KW - COMMUNICATION

KW - CONVERSATIONS

KW - DISCOURSE

KW - IMPAIRMENTS

KW - LANGUAGE

KW - MIND

KW - REPAIR

KW - SCHOOL-AGED CHILDREN

KW - comprehension problems

KW - conversation analysis

KW - disfluent speech

KW - morpho-syntactic problems

KW - 6121 Languages

KW - 6163 Logopedics

KW - 6161 Phonetics

U2 - 10.1080/02699206.2019.1578415

DO - 10.1080/02699206.2019.1578415

M3 - Article

VL - 33

SP - 654

EP - 676

JO - Clinical Linguistics & Phonetics

JF - Clinical Linguistics & Phonetics

SN - 0269-9206

IS - 7

ER -