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  • Title: Speech Acts During Friends' and Non-friends' Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development.
    Author: Bauminger-Zviely N, Golan-Itshaky A, Tubul-Lavy G.
    Journal: J Autism Dev Disord; 2017 May; 47(5):1380-1390. PubMed ID: 28238023.
    Abstract:
    In this study, we videotaped two 10-min. free-play interactions and coded speech acts (SAs) in peer talk of 51 preschoolers (21 ASD, 30 typical), interacting with friend versus non-friend partners. Groups were matched for maternal education, IQ (verbal/nonverbal), and CA. We compared SAs by group (ASD/typical), by partner's friendship status (friend/non-friend), and by partner's disability status. Main results yielded a higher amount and diversity of SAs in the typical than the ASD group (mainly in assertive acts, organizational devices, object-dubbing, and pretend-play); yet, those categories, among others, showed better performance with friends versus non-friends. Overall, a more nuanced perception of the pragmatic deficit in ASD should be adopted, highlighting friendship as an important context for children's development of SAs.
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