When Asking Questions is Not Enough: An Observational Study of Social Communication Differences in High Functioning Children with Autism

Abstract

This investigation examined communication patterns between high functioning children with autism and their families and typically developing children and their families within traditional dinner time conversation. Twenty families with a child with autism (3.5–7 years.) and ten families with typically developing children (3.5–6 years) were video recorded during dinner and their interactions were coded. Results revealed that children with autism initiated fewer bids for interactions, commented less often, continued ongoing interactions through fewer conversational turns, and responded less often to family member communication bids. Results are interpreted with respect to how communication patterns may be indicative of social communication deficits not previously examined in high functioning children with autism. Strategies for social communication interventions within the family and other natural contexts are discussed.

Appendix

Abbreviated version of the family interaction coding system-III (Jones 2006) detailing individual data codes

1. Who made the communicative bid or response?

a. Target child

b. Mother

c. Father

d. Sibling

e. More than one person

2. What was the function of the bid/response type?

a. Interaction begins

b. Interaction continues

c. Interaction ends

This code is used to mark the beginning and ending of a social interaction. The first bid from one person to another marks the beginning of the interaction. If there is a response from a family member, but no further interaction is made, then that would mark the end of the interaction. If a response is made but the interaction continues, then this would be marked accordingly. If no response to a bid is made within 5 s or another interaction on a different topic begins then this (the “ignore”) is coded as the end of an interaction and the beginning of a new interaction would be coded separately as the beginning of an interaction

3. If a bid occurred, what type was it?

a. Question

b. Request

c. Directive

d. Comment

e. Other

A “Question” occurs when the bid is in the form of a question that requires (obligates) the target of the question to respond but does not ask the target of the question to “do” something

Examples

• Mother: “So, did you have a nice day at school today?”

• Child: “Mommy, do you love daddy?”

A “Request” occurs when the bid is in the form of a question that asks the target of the question to “do” something. It could also be interpreted as asking for “permission” to do something

Examples

• Mother: “Billy, can I please have a napkin?”

• Child: “Mommy, will you give me chicken please?”

A “Directive” occurs when the bid is in the form of a command (not a question) that requires (obliges) the target of the demand to “do” something. An attention grabber would also be coded here as the intention is, “look at me” or “give me your attention”

Examples

• Mother: “Billy, please get me a napkin”

• Sibling to Target Child: “Stop kicking me!”

• Father: “Andrew, spell dinosaur”

• Mother: “Kyle!”- Attention grabber

A “Comment” occurs when a verbal remark, observation or statement to another person does not obligate a response, but creates an opportunity for interaction. Often, comments are noticed during an ongoing interaction and they serve to continue that interaction. This can sometimes be a point of confusion because comments in the middle of an interaction can be bids or responses depending on what type of interaction occurred before the comment. Additionally, sometimes comments will be used to begin an interaction, or they occur in the middle of an interaction but function to change a topic for continued interaction

Examples

• Child: “This chicken is good, mommy”

• Father: “Did you go on a field trip at school today? (OBLIGATORY-QUESTION) Child: “We went to the zoo. (ACKNOWLEDGEMENT) Dad is wearing a yellow watch.” (COMMENT to begin a new interaction)

Exclusions and considerations: Self-directed bids such as a child who is talking to himself or making non-directed noises would not be coded. These rhetorical-type verbalizations would not be coded if there was no communicative intent, or there was not an intended communicative target. Many bids will start with the child’s name and then continue with another form before the child has time to respond to the attention grabber. For example, “Billy, will you hand me that napkin?” When this happens, code only the second form as the primary function of the verbalization was the question and not to get Billy’s attention

4. If a response occurred, what type was it?

a. Acknowledgement

b. Acknowledgement with a turnabout

c. Reject

d. Reject with turnabout

e. Ignore/no response

An “Acknowledgement” is coded when the response acknowledges, directly recognizes or corrects something that the initiator has said or done. An obvious indicator of acknowledgement is a direct repeating of the target’s words. However, it can also occur when the partner verbally or behaviorally answers, follows through with, or complies with a bid. It could also occur as a vocal or gestural indicator that “I hear you” such as, “uh huh” or “mm hm” or a head nod. An acknowledgement will often co-occur with a follow-up bid for interaction

Examples

• Child: “Daddy has a yellow watch.” (COMMENT)     Mother: “Yes he does.” (ACKNOWLEDGEMENT)

• Father: “Your mother had a long day at work (COMMENT)     Child: “Mommy work all day” (ACKNOWLEGEMENT)

• Father: “So why do you think mommy is an anphidian?” (OBLIGATORY-QUESTION)     Child: “Am-phib-ian” (ACKNOWLEDGEMENT)

An “Acknowledgement with a turnabout” is similar to “acknowledgement” in that the response acknowledges or directly recognizes or corrects something that the initiator has said or done but at the same time offers another bid elaborating on the same theme or begins a new interaction. This type of response functions to continue an ongoing interaction. When a response is in the form of a question, this will often be coded

Example

• Child: “We made pizza today at school” (COMMENT)     Father: “Did it have mushrooms?”(ACKNOWLEDGEMENT WITH A TURNABOUT), and (OBLIGATORY QUESTION)     Here the father is “implying” that I understand or acknowledge that you had pizza and I want to know more about it.

A “Reject” is coded when a partner overtly refuses to acknowledge a bid or actually does the opposite of what was asked of him/her even though the bid was clearly heard. In contrast to several of the other codes, this will frequently occur non-verbally

Examples

• Child: “Mommy, I want soy sauce for my chicken” (OBLIGATORY-REQUEST)     Mother: “No, you already have enough” (REJECT)

• Father (obviously to child): “Don’t eat your chicken yet, it’s too hot” (OBLIGATORY- DIRECTIVE)     Child eats the chicken anyway (REJECT)

Exclusions: If the partner simply ignores the initiator, but doesn’t necessarily do what he/she asked, then this would be coded as “ignore” not “reject”

“Reject with turn about” is coded if the partner refuses to acknowledge a bid but at the same time offers another bid that elaborates on the same theme or begins a new interaction. This type of response typically functions to continue an ongoing interaction

Example

• Child: “Mommy, I want more soy sauce please” (OBLIGATORY-REQUEST)     Mother: “No. How ‘bout some more green beans?” (REJECT WITH TURNABOUT and OBLIGATORY-QUESTION)

“Ignore/no response” is coded if the partner gives no response to the bid for interaction but is clearly within ear shot. These two codes are combined as “ignore” assumes the coder knows the intention of the child and, unfortunately, we don’t. This is also coded if the speaker discounts or doesn’t really acknowledge what the initiator said and simply starts to talk about something completely different or unrelated

Examples

• Child: “Mommy, can I have more soy sauce please?” (OBLIGATORY-REQUEST)     Mother to father: “So how was your day at work honey?” (IGNORE/NO RESPONSE)

• Mother: “Alex, what room did you eat lunch in today at school?” (OBLIGATORY-QUESTION)     Child: looks down at his plate and keeps eating. (IGNORE/NO RESPONSE)

5. What was the topography of the bid or response?

a. Verbal (default)

b. Physical

c. Both verbal and physical

6. Who was the communication directed toward?

a. Target child

b. Mother

c. Father

d. Sibling

e. More than one person