How Many and Why? An Exploration of the Frequency and Function of Questions Posed by Children with ASD and Their Mothers, 2019
Scope and Content Note
The series contains Master's theses from 1943 to present. The theses consist of either a production book and a media component or solely a production book. The production books were originally submitted as physical bound copies, but were later submitted digitally. The physical production books are stored offsite and the digital production books are stored in the College's preservation repository.
The media components consist of U-matic tapes, VHS tapes, CDs, DVDs, and Blu-rays and changed to digital submissions in 2020. There are also a handful of audiocassette tapes and one USB. The media components are stored onsite at the Archives.
Dates
- 2019
Creator
- Mitchell, Clare Eileen (Person)
Conditions Governing Use
The thesis is restricted due to the Family Educational Rights and Privacy Act (FERPA), permission from the author is required before you can view the thesis
Extent
37 pages (37 pages)
Language of Materials
From the record group: English
From the record group: Chinese
From the record group: Spanish; Castilian
Overview
"Typically-developing (TD) preschool-age children ask questions competently, but despite nearly identical maternal input, question-asking remains sparse for children with autism spectrum disorder (ASD). Current literature fails to describe the pragmatic functions served by the questions of children with ASD and their mothers. This study investigated the similarities and differences between two groups (one TD and one with ASD) of preschool-age children in the frequency and function of questions asked within mother-child dyads. Four mother-child play interactions were transcribed and analyzed for each of 12 dyads (six in each group). Findings suggested that mothers do not differ substantially in the number of questions they ask their children; however, mothers in the ASD group were less diverse in function. Children with ASD asked markedly fewer questions than their TD peers. Their questions also reflected less pragmatic diversity. Findings lend support to targeting question frequency and function in therapy for children with ASD." -- Abstract
Physical Location
RG 010.02B Communication Sciences & Disorders
Physical Description
37 pages
Repository Details
Part of the Emerson College Archives and Special Collections Repository
Walker Building, Room 223
120 Boylston Street
Boston Massachusetts 02116 United States
(617) 824-8301
archives@emerson.edu