co-construction of pragmatic competencies in different settings

Background: A considerable body of research has concentrated on pragmatic competencies in the context of autism spectrum disorder. In contrast to experimental settings, which usually adopt deficit-oriented perspectives of autistic people’s communicative behavior, studies using a methodological approach informed by conversation analysis (CA) also highlight pragmatic abilities, and reveal the relevance of situated context and collaborative actions with co-participants in which pragmatic competencies can be observed. Building on this strand of research, this article aims to analyze and compare specific pragmatic competencies in different settings. Method: The investigation is based on video recordings of two autistic children in family and therapy settings. The analytical process is informed by CA and multimodal interaction analysis. It focuses on sequences in which atypical pragmatic behavior occurs, and specifically on the interactional uptake of the atypical behavior by the different conversational partners. Results: The analysis suggests a link between the respective interactional setting and the interactional uptake of atypical pragmatic behavior. This is shown in the case of both autistic children. The therapists’ uptakes are explicit and critically examine the children’s atypical pragmatic behavior, thereby focusing on form, whereas the family members’ uptakes are implicit, with a focus on conversational content. These two types of uptakes have different effects on the flow of ongoing conversation: only the therapists’ uptakes lead to an interruption followed by a side sequence. Discussion/conclusion: Because of the effects that interlocutors’ uptakes have on the conversational flow, the autistic children appear pragmatically more or less competent. The results indicate that pragmatic competence should not simply be seen as a personal trait, but also as a mutually accomplished, co-constructed, and context-dependent phenomenon. This interaction-centered – in contrast to person-centered – view of pragmatic competence is accompanied by a shift of perspective in the assessment of pragmatic competencies and possible interventions.