Parental Feedback And Uptake Of Children With Autism Spectrum Disorders（ASD） In Interactive Discourse Of Games ——From The Perspectives Of Transitivity And Preference

The present study selects Chinese interactive discourse of games between children with ASD and their parents as the research material,with typically-developing children as the control group.It explores the distribution of processes in the Transitivity system that stimulate children’s uptake from their parental feedback,associated with the system of preference to analyze the validity of the feedback.It seeks to answer the following three questions: 1)Between the two groups,what are the similarities and differences in the distribution of six processes in the system of Transitivity from parental feedback that stimulates children’s uptake? 2)From the perspective of preference,how is the validity of feedback with each type of process? 3)What can we learn from these similarities and differences to guide the language teaching of children with ASD?The results of this study suggest that the parental feedback that stimulates children’s uptake between the two groups shows the same trend in distribution of process types generally: Material processes account for the largest proportion,relational processes take up the second largest proportion,and verbal processes are least frequently used.The number of dispreferred seconds stimulated by feedback with material process is significantly larger than that of preferred seconds in both groups as well.However,there are still some differences that cannot be ignored even if they are not significant statistically: 1)The more children with ASD speak relative to their parents,the more types of process in parental feedback there are,but the group of TD children does not have this trend.2)Parents of children with ASD apply more behavioral processes than that of TD children.3)In the group of children with ASD,the proportion of attributive processes in parental feedback and that of identifying processes are close to each other,while in the group of TD children,it is relatively obvious that attributive processes are used more than identifying processes.Namely,there is relatively more use of identifying mode in the ASD group.Significant difference is that the number of preferred seconds stimulated by feedback with relational process is significantly larger than that of dispreferred seconds in the ASD group,while in the TD group,significantly larger number of preferred seconds are stimulated by feedback with behavioral process.The above results challenge the stereotype that children with ASD must be less effective in learning than TD children,and indicate that educational and entertaining interaction of games can help children with ASD maintain the same good learning effect as their TD peers.It requires parents to give them appropriate feedback during the interaction.Combining material processes and relational processes can promote children’s dynamic experiences and meantime strengthen conceptual interpretation.When using material processes to give feedback,however,parents should care more about whether children’s uptake is positive and adjust the type of feedback to fit it.For the incapability of task completion and misunderstanding,parents should offer concept interpretation with relational process.For wandering of mind and direct resistance,feedback with behavioral process should be given to turn the children’s attention back to the interaction.New questions to expand the conversation should be encouraged.Using less or no verbal processes also helps to consolidate the interaction and cooperation between parents and children.Additionally,it is essential to pay more attention to the emotions and cognitive ability of children with ASD.Parents should strictly check the object in the identifying process,and employ behavioral processes more timely and precisely to regulate their speech and behavior.Feedback with behavioral process should be used more for TD children as well.