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Toward Neurodiversity: How Conversation Analysis Can Contribute to a New Approach to Social Communication Assessment.

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Conversation analysis (CA) offers a neurodiversity-affirming approach to assessing social communication in autistic children. This method reframes social skills as interactional achievements, challenging traditional views in speech-language pathology.

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Area of Science:

  • Speech-language pathology
  • Developmental psychology
  • Linguistics

Background:

  • Traditional assessments of social communication in autism often focus on individual skills.
  • This can lead to overlooking interactional competencies and pathologizing neurodivergent communication styles.
  • A neurodiversity-affirming approach is needed to reconceptualize social communicative competence.

Purpose of the Study:

  • To illustrate the potential of Conversation Analysis (CA) for assessing neurodiversity-affirming social communication.
  • To propose CA as a theoretically grounded method for analyzing autistic children's social interactions.
  • To challenge current conceptualizations and assessment practices of social communicative competence in autism.

Main Methods:

  • Overview of Conversation Analysis (CA) principles.
  • Application of CA to analyze everyday social interactions of autistic children.
  • Case illustration of a bilingual autistic child and family.

Main Results:

  • CA shifts assessment focus from individual skills to interactional achievements in social communication.
  • CA identifies social communicative competencies often dismissed as pathologies.
  • Case study demonstrates the practical application and benefits of CA.

Conclusions:

  • Conversation Analysis (CA) provides a relational understanding of autistic communication and sociality.
  • CA aligns with a critical stance on disability and challenges entrenched notions in speech-language pathology.
  • CA-informed assessments can lead to a more nuanced understanding of autistic social communication.