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La compréhension dans l'interaction de tutelle avec l'enfant autiste : proposition méthodologique

Abstract : Autism consists in qualitative impairment in social interaction and communication, with restricted repetitive and stereotyped patterns of behavior. Tutorial interactions are widely used, but their characteristics, linguistic as well as pragmatic, remain partly unknown. Moreover, only few naturalistic works are dedicated to the understanding of determinants between tutor and autistic child. A methodology has been elaborated which involves the use of pragmatic paradigm crossed with the computerized program CHILDES (Child Language Data Exchange System). This method compares tutorial interactions in dual situation between a tutor and a child with autism (10), with intellectual disability (10), and control (10). Results show that none of the strategies used by the tutor is more efficient than the others for children with autism and moderate intellectual disability. However, the strategies with strongest directivity are more efficient with children with severe intellectual disability. The understanding ability appears to be superior in control children but comparable in children with autism or intellectual disability. Besides, the misunderstanding rate is superior for autistic children, showing the importance of this phenomenon. Finally, if autistic children, at the communication act level, have a lower understanding of the tutor productions than control children, this difference does not appear at the thematic level. This result shows the adaptation of the tutor demand to child difficulties. Other results, more traditional, reinforce the validity of our analysis method, possible perspectives are discussed.
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Submitted on : Thursday, March 29, 2018 - 12:11:54 PM
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  • HAL Id : tel-01749290, version 1


Olivier Brondeau. La compréhension dans l'interaction de tutelle avec l'enfant autiste : proposition méthodologique. Psychologie. Université de Lorraine, 2012. Français. ⟨NNT : 2012LORR0310⟩. ⟨tel-01749290⟩



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