Rae-Ramey2020
| Rae-Ramey2020 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Rae-Ramey2020 |
| Author(s) | John P. Rae, Monica Ramey |
| Title | Making and Taking Opportunities for Co-participation in an Interaction Between a Boy with Autism Spectrum Disorder and His Father |
| Editor(s) | Ray Wilkinson, John Rae, Gitte Rasmussen |
| Tag(s) | EMCA, ASD, Autism, Participation, Vygotsky, Children, Game, Family interaction |
| Publisher | |
| Year | 2020 |
| Language | English |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 65-92 |
| URL | Link |
| DOI | https://doi.org/10.1007/978-3-030-28799-3_3 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Atypical Interaction |
| Chapter | |
Abstract
Autism Spectrum Disorder (ASD) is a pervasive developmental condition which is characterised by difficulties in social interaction and communication and in repetitive interests and behaviour. It is a highly heterogeneous condition and is probably caused by complex genetic factors and possibly environmental triggers. Previous conversation analytic (CA) studies have examined the interactional nature of the provision of support, at home and in school settings, and identified some of the ways in which adults giving support are sensitive to the interactional context, for example how a child is responding to a question or instruction. The present study considers the relevance of Vygotsky’s classic work on children’s use of support to extend their competence, and recent work in CA on the recruitment of assistance. It aims to extend previous work by carrying out a CA case study that examines the different ways in which a child with autism and his father make, and take, opportunities for co-participation with each other in the course of an 8-minute session of activity in which they play with a construction game. The analysis first shows how the father recurrently uses directives to create opportunities for his son to engage with construction activities and shows how multimodal resources (talk and gesture) are used to help his son in responding. The analysis then shows how the father manages his son’s interest in competing activities. Whilst the father will sometimes bring such activities to a close, he sometimes co-participates in them. Based on this, it is proposed that two groups of resources can be distinguished: first, those concerned with eliciting the child’s engagement with an activity and promoting their accomplishment of it, and, second, those concerned with orienting to activities that the child initiates. In practice, these resources intersect in complex ways; for example getting the child to engage with part of the construction task can involve bringing an action that the child has initiated to a close. The relevance for the recruitment continuum is discussed.
Notes
