Journal of Autism and Developmental Disorders

, Volume 36, Issue 8, pp 1089–1100

Verbal Marking of Affect by Children with Asperger Syndrome and High Functioning Autism during Spontaneous Interactions with Family Members

Original Paper

Abstract

Verbal marking of affect by older children with Asperger Syndrome (AS) and high functioning autism (HFA) during spontaneous interactions is described. Discourse analysis of AS and HFA and typically developing children included frequency of affective utterances, affective initiations, affective labels and affective explanations, attribution of affective responses to self and others, and positive and negative markers of affect. Findings indicate that children with AS and HFA engaged in a higher proportion of affect marking and provided a higher proportion of affective explanations than typically developing children, yet were less likely to initiate affect marking sequences or talk about the affective responses of others. No significant differences were found between groups in terms of the marking of positive and negative affect.

Keywords

Asperger Syndrome High functioning autism Affect Emotion Language Spontaneous interaction 

References

  1. Atkinson, M., & Heritage, H. (1984). Jefferson’s transcript notation. In A. Jaworski & N. Coupland (Eds.) (1999), The Discourse Reader. New York: Routledge.Google Scholar
  2. Attwood, A. (1998). Asperger’s Syndrome: A guide for parents and professionals. Philadelphia: Jessica Kingsley Publishers.Google Scholar
  3. Attwood, A., Frith, U., & Hermelin, B. (1988). The understanding and use of interpersonal gestures by autistic and Down’s Syndrome children. Journal of Autism and Developmental Disorders, 18, 241–257.PubMedCrossRefGoogle Scholar
  4. Beeghly, M., Bretherton, I., & Mervis, C. (1986). Mothers’ internal state language to toddlers: The socialization of psychological understanding. British Journal of Developmental Psychology, 4, 247–260.Google Scholar
  5. Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism, 2(4), 325–344.Google Scholar
  6. Capps, L., Losh, M., & Thurber, C. (2000). “The frog at the bug and made his mouth sad”: Narrative competence in children with autism. Journal of Abnormal Child Psychology, 2, 193–204.CrossRefGoogle Scholar
  7. Capps, L., Yirmiya, N., & Sigman, M. (1992). Understanding of simple and complex emotions in non-retarded children with autism. Journal of Autism and Developmental Disorders, 29(1), 57–66.Google Scholar
  8. Cervantes, C., & Callanan, M. (1998). Labels and explanations in mother–child emotion talk: Age and gender differentiation. Developmental Psychology, 34(1), 88–98.PubMedCrossRefGoogle Scholar
  9. Dawson, G., Hill, D., Spencer, A., Galpert, L., & Watson L. (1990). Affective exchanges between young autistic children and their mothers. Journal of Abnormal Child Psychology, 18(3), 335–345.PubMedCrossRefGoogle Scholar
  10. Fay, W., & Schuler, A. (1980). Emerging language in autistic children. In R. Schiefelbusch (Ed.), Language and intervention series. Baltimore, MD: University Park Press.Google Scholar
  11. Gillott, A., Furniss, F., & Walter, A. (2001). Anxiety in high-functioning children with autism. Autism: The International Journal of Research and Practice, 5(3), 277–286.Google Scholar
  12. Goodwin, C., & Goodwin, M. (1992). Assessments and construction of context. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon. Cambridge: Cambridge University Press.Google Scholar
  13. Hobson, R., & Lee, A. (1989). Emotion-related and abstract concepts in autistic people: Evidence from the British Picture Vocabulary Scale. Journal of Autism and Developmental Disorders, 19(4), 601–623.PubMedCrossRefGoogle Scholar
  14. Kanner, L. (1943). Autistic disturbance of affective contact. In L. Kanner (Ed.), Childhood psychosis: Initial studies and new insights. Washington, DC: V.H. Winston. First published in Nervous Child, 2, 217–250.Google Scholar
  15. Kim, J., Szatmari, P., Bryson, S., Streiner, D., & Wilson, F. (2000). The prevelance of anxiety and mood problems among children with autism and Asperger Syndrome. Autism: The International Journal of Research and Practice, 11(2), 117–132.Google Scholar
  16. Krug, D., Arick, J., & Almond, P. (1980). Behavior checklist for identifying severely handicapped individuals with high levels of autistic behavior. Journal of Child Psychology and Psychiatry and Allied Disciplines, 21(3), 221–229.Google Scholar
  17. Langdell, T. (1978). Recognition of faces: An approach to the study of autism. Journal of Child Psychology and Psychiatry, 19, 255–268.PubMedCrossRefGoogle Scholar
  18. Langdell, T. (1981). Face perception: An approach to the study of autism. Unpublished doctoral dissertation, University of London.Google Scholar
  19. Le Couteur, A., Rutter, M., Lord, C., Rios, P., Robertson, S., Holdgrafter, M., & McLennan, J. (1989). Autism diagnostic instrument: A standardized investigator-based instrument. Journal of Autism and Developmental Disorders, 9, 363–387.CrossRefGoogle Scholar
  20. Loveland, K. (2001). Toward an ecological theory of autism. In J. Burack, T. Charman, N. Yirmiya, & P. Zelazo (Eds.), The development of autism: Perspectives from theory and research. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  21. Martin, J. (2000). Beyond exchange: Appraisal systems in English. In S. Hunston & G. Thompson (Eds.), Evaluation in text: Authorial stance and the construction of discourse. New York, NY: Oxford University Press.Google Scholar
  22. Müller, E. (2004). Verbal marking of affect during spontaneous interactions between children with Asperger Syndrome and high functioning autism and their families. Unpublished doctoral dissertation. Berkeley, CA: University of California.Google Scholar
  23. Ochs, E., & Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge: University Press.Google Scholar
  24. Prior, M., Dahlstrom, B., & Squires, T. (1990). Autistic children’s knowledge of thinking and feeling states in other people. Journal of Child Psychology and Psychiatry, 31, 587–601.PubMedCrossRefGoogle Scholar
  25. Quill, K. (1995). Teaching the autistic child: Strategies to promote social and communicative competence. Albany, NY: Delmar Press.Google Scholar
  26. Rasco, L., & Capps. L. (1999). Emotion recognition and empathic responsiveness in high functioning children and adolescents with autism and Asperger Syndrome. Paper presented at the 1999 Biennial Meeting of the Society for Research in Child Development. Albuquerque, NM, April 15:1999.Google Scholar
  27. Ricks, D. (1979). Making sense of experience to make sensible sounds. In M. Bullowa (Ed.), Before speech: The beginning of interpersonal communication (pp. 245–268). New York: Cambridge University Press.Google Scholar
  28. Ricks, D., & Wing, L. (1975). Language, communication, and the use of symbols in normal and autistic children. Journal of Autism and Childhood Schizophrenia, 5, 191–221.PubMedCrossRefGoogle Scholar
  29. Sigman, M., Mundy, P., Sherman, T., & Ungerer, J. (1986). Social interactions of autistic, mentally retarded, and normal children with their caregivers. Journal of Child Psychology and Psychiatry, 27, 647–655.PubMedCrossRefGoogle Scholar
  30. Snow, M., Hertzig, M., & Shapiro, T. (1987). Expression of emotion in young autistic children. Journal of the American Academy of Child Adolescent Psychiatry, 26, 836–838.CrossRefGoogle Scholar
  31. Tager-Flusberg, H. (1995). “Once upon a ribbit’: Stories narrated by autistic children. British Journal of Developmental Psychology, 13, 45–59.Google Scholar
  32. Tager-Flusberg, H., & Sullivan, K. (1995). Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals. Applied Psycholinguistics, 16(3), 241–256.CrossRefGoogle Scholar
  33. Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children – Revised. New York, NY: Psychological Corporation.Google Scholar
  34. Wetherby, A., Schuler, A., & Prizant, B. (1997). Enhancing communication and language development: Theoretical foundations. In D. Cohen & R. Volkmar (Eds.), Handbook of autism and developmental disorders (2nd ed.). New York, NY: Wiley.Google Scholar
  35. Yirmiya, N., Kasari, C., Sigman, M., & Mundy (1989). Facial expression of affect in autistic, mentally retarded and normal children. Journal of Child Psychology and Psychiatry, 30, 725–735.PubMedCrossRefGoogle Scholar
  36. Yirmiya, N., Sigman, M., Kasari, C., & Mundy (1992). Empathy and cognition in high-functioning children with autism. Child Development, 63(1), 150–160.PubMedCrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Project ForumNational Association of State Directors of Special EducationAlexandriaUSA
  2. 2.Department of Special Education San Francisco State University San FranciscoUSA

Personalised recommendations