Difference between revisions of "Rendle-Short2017"
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|Abstract=In this chapter, Rendle-Short demonstrates how conversation analysis advances our understanding of the interactional difficulties faced by children with diagnoses of Asperger’s syndrome (DSM-IV). The focus is on different contexts in which a child might pause or be silent and how such pauses are responded to. The first context is an intra-turn pause that occurs within a turn-at-talk that is introducing a new topic of conversation. The second context is an inter-turn pause or gap that occurs between turns-at-talk, following a question. The final context builds on the previous two sections by analysing a small video interaction of two children engaged in a spontaneous activity, with the pause occurring after the other child has fallen down because she has hurt herself. It highlights how conversation analysis can be used as a pedagogic tool for teachers, parents, and children. By teaching children the principles of the methodology, they become their own mini-analysts, enabling them to better understand their interactional contributions and how such contributions might be responded to. | |Abstract=In this chapter, Rendle-Short demonstrates how conversation analysis advances our understanding of the interactional difficulties faced by children with diagnoses of Asperger’s syndrome (DSM-IV). The focus is on different contexts in which a child might pause or be silent and how such pauses are responded to. The first context is an intra-turn pause that occurs within a turn-at-talk that is introducing a new topic of conversation. The second context is an inter-turn pause or gap that occurs between turns-at-talk, following a question. The final context builds on the previous two sections by analysing a small video interaction of two children engaged in a spontaneous activity, with the pause occurring after the other child has fallen down because she has hurt herself. It highlights how conversation analysis can be used as a pedagogic tool for teachers, parents, and children. By teaching children the principles of the methodology, they become their own mini-analysts, enabling them to better understand their interactional contributions and how such contributions might be responded to. | ||
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Latest revision as of 04:52, 7 July 2018
| Rendle-Short2017 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Rendle-Short2017 |
| Author(s) | Johanna Rendle-Short |
| Title | Conversation Analysis: A Tool for Analysing Interactional Difficulties Faced by Children with Asperger’s Syndrome |
| Editor(s) | M. O'Reilly, Jessica Nina Lester, T. Muskett |
| Tag(s) | EMCA, Asperger, ASD, Child mental health |
| Publisher | Palgrave Macmillan |
| Year | 2017 |
| Language | English |
| City | London |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 297–323 |
| URL | Link |
| DOI | 10.1057/978-1-137-59236-1_12 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | A Practical Guide to Social Interaction Research in Autism Spectrum Disorders |
| Chapter | |
Abstract
In this chapter, Rendle-Short demonstrates how conversation analysis advances our understanding of the interactional difficulties faced by children with diagnoses of Asperger’s syndrome (DSM-IV). The focus is on different contexts in which a child might pause or be silent and how such pauses are responded to. The first context is an intra-turn pause that occurs within a turn-at-talk that is introducing a new topic of conversation. The second context is an inter-turn pause or gap that occurs between turns-at-talk, following a question. The final context builds on the previous two sections by analysing a small video interaction of two children engaged in a spontaneous activity, with the pause occurring after the other child has fallen down because she has hurt herself. It highlights how conversation analysis can be used as a pedagogic tool for teachers, parents, and children. By teaching children the principles of the methodology, they become their own mini-analysts, enabling them to better understand their interactional contributions and how such contributions might be responded to.
Notes
