Abstract
Utilizing approaches from Conversation Analysis and Interactional Sociolinguistics, this study investigates linguistic resources related to discourse while playing a tabletop roleplaying game, with particular investigation around the discourse of individuals with autism spectrum disorder. The study examines interactions as they take place across three frames that are associated with interaction in this community of practice: the primary frame, the metagaming frame, and the character frame. The study found that the participants with autism frequently violated the stable pretense awareness context that persists across these frames in tabletop roleplaying game discourse. This research has implications for social skills training methods and psychological models of autism symptomatology.
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Acknowledgements
The above research was conducted by Luke Breland at the University of Florida and was prepared from research conducted as part of his doctoral dissertation. The author would like to thank the Center for Autism and Related Disabilities (CARD) at the University of Florida for their support. The author would also like to thank Helene Blondeau, Ann Wehmeyer, Brent Henderson, and Jennifer Elder for their comments and guidance.
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Appendix
Appendix
Transcription conventions
[text] Brackets indicate the beginning and end points of overlapping speech
= Indicates no pause from one utterance to another
(.) Used to indicate a very brief pause
(0.0) Numbers in parentheses indicate the length of a pause (in seconds)
( ) A closed set of parentheses with no text indicates unintelligible words
(text) Text in parentheses is used for unclear speech
- Indicates the previous sound is cut off
: Colons are used to denote prolongation of the preceding sound
>text< Text between angled brackets is produced relatively rapidly for that speaker
°text° Text between degree signs indicates relatively quiet speech
text Underlining indicates emphasized speech
TEXT Text in all capitals indicates loud volume
{text} Text in curly brackets denotes affected or accented speech.
. Used for falling intonation
? Indicates rising intonation
, Indicates a continuing intonation
((text)) Text in double parentheses indicates the analyst’s notes
→Arrow indicates a line in the excerpt that is of particular relevance to the analysis
↓ A downwards arrow precedes a particularly marked fall in pitch
↑ An upwards arrow precedes a particularly marked rise in pitch
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Breland, L. Pretense Awareness Context and Autism: Insights from Conversation Analysis. J Autism Dev Disord 52, 2535–2552 (2022). https://doi.org/10.1007/s10803-021-05160-z
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DOI: https://doi.org/10.1007/s10803-021-05160-z