Abstract

This study examines the joint construction of stories across eight sessions, by three pairs of high-functioning children with ASD (autism spectrum disorder) using a unique technological setting designed to enhance collaboration. Stories are evaluated in terms of form and content. Preliminary findings show that stories increase in length by session, but they overall show poor local and global coherence, lacking either temporal or causal connections between subsequent propositions. They are also composed of few events and include a large proportion of repeated or reformulated clauses. More than half of the stories were enacted rather than narrated, as typical of dyadic storytelling. Analysis of the verbal interaction shows that children did not plan or negotiate story construction. In turn, the adult intervention and support was required to continue with the story under certain circumstances. Findings are discussed in light of the contextual conditions and the goals determined by the particular technological setting.

International Journal of Public Health, 2, 97-112