AN INVESTIGATION OF COMMUNICATION BREAKDOWNS AND REPAIRS IN VERBAL AUTISTIC CHILDREN

Abstract

Application of pragmatic models to the study of childhood autism have enhanced clinicians’ understanding of the language and communication skills of autistic individuals. Pragmatic paradigms have naturally led to an interest in understanding the synergistic relationship within domains of language and across domains (such as the relationship between language and social-cognitive development). Although certain aspects of pragmatic development have been frequently studied in autistic children (Prizant and Duchan, 1981; Prizant and Wetherby, 1985; Wetherby and Prutting, 1984), other areas of pragmatic development have received minimal attention. One dimension of language that directly involves the interaction between linguistic and social-cognitive knowledge is communication breakdowns and repairs. In discourse, speakers and listeners have a shared responsibility to negotiate meaning between each other so that meaningful social exchanges can occur. When discourse proceeds meaningfully and effectively, the AN INVESTIGATION OF COMMUNICATION BREAKDOWNS AND REPAIRS IN VERBAL AUTISTIC CHILDREN