Frequency, Form, and Function of Dyadic Questions in Children With Autism: A CHILDES Corpus Study

Frequency, Form, and Function of Dyadic Questions in Children With Autism: A CHILDES Corpus Study

Children’s questions to their caregivers—and caregivers’ questions to their children—play an important role in child development. For children on the autism spectrum, who often experience cognitive, linguistic, and social difficulties, prior research on questions has resulted in inconsistent and inc...

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Bibliographic Details
Published in:Communication disorders quarterly Vol. 44; no. 3; pp. 163 - 172
Main Authors: Luyster, Rhiannon, Leiwant, Isabella, Arunachalam, Sudha
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-05-2023
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects:
Autism
Autism Spectrum Disorders
Autistic children
Caregivers
Child language
Corpus linguistics
Dyadic interaction
Incidence
Interpersonal Communication
Language Usage
Parent Child Relationship
Parent-child relations
Questioning Techniques
Questions
Young Children
questions
parent
language
caregiver
autism
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Summary:Children’s questions to their caregivers—and caregivers’ questions to their children—play an important role in child development. For children on the autism spectrum, who often experience cognitive, linguistic, and social difficulties, prior research on questions has resulted in inconsistent and incomplete findings. This study characterized the frequency, form, and function of queries posed by children on the autism spectrum (n = 12), non-spectrum peers (n = 20), and parents, using the Nadig ASD English Corpus in the Child Language Data Exchange System (CHILDES). Results suggested that children on the autism spectrum and their caregivers produced fewer questions than non-spectrum dyads; however, whereas wh-questions were underrepresented in the repertoire of children on the spectrum, they were overrepresented in the repertoire of their parents. Finally, question function was similarly diverse for parents and children across groups. These findings offer important clinical implications for question-asking interventions targeting this population.
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ISSN:1525-7401
1538-4837
DOI:10.1177/15257401221111336