Analysis of perspective management and reported interaction in story retellings by children with ASD and typically developing children
This paper describes a novel approach to research in autism which builds on the linguistic analysis of perspectivisation to develop a suite of analyses of perspective marking in narrative. We report analysis of perspectivisation in the written narratives of 20 children with ASD and 148 typically developing children all attending mainstream primary schools in Victoria. Preliminary findings suggest that children with ASD differ in their profile of perspective management and reported interaction, specifically in producing significantly more instances of simple reported speech or thought, as compared with dialogic representations of character interaction.
autism; ASD; narrative; perspective; discourse analysis; child language; reported speech