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 analyse a group therapy session involving four 11- to 13-year-old French-speaking boys with ASD and their two female therapists. We focus on speaking turns in which the therapists reformulate 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 at achieving 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 a more effective formulation of the turn in terms of the topic of conversation. Sometimes, a reformulation is used to assist a speaker who is having challenges in the formulation of his 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 contents, reformulations can constitute a strategy of avoiding repetition.
Bidragets översatta titelKuntouttajien tekemien uudelleenmuotoilujen vuorovaikutukselliset tehtävät ranskankielisten autismikirjon lasten ryhmäkuntoutuskeskustelussa
TidskriftJournal of Interactional Research in Communication Disorders
Sidor (från-till)312-327
Antal sidor16
StatusPublicerad - 26 maj 2023
MoE-publikationstypA1 Tidskriftsartikel-refererad


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