ABSTRACT Using [Canary, D. J., & MacGregor, I. M. (2008). Differences that make a difference in assessing student communication competence. Communication Education, 57(1), 41-63. doi:10.1080/03634520701635133] prototypes of ideal and less-than-ideal student communication behaviors, I rhetorically analyzed participant interview transcripts from young adults with an autism spectrum diagnosis for representative behaviors to determine the implications of such prototypes. Participants revealed that they feel chronically misunderstood by their communication partners. This research offers communication instructors and scholars a better understanding of communication produced by students with an autism spectrum diagnosis. It also challenges use of a normative communication lens to read so-called ideal student communication behaviors such as motivation and participation. It calls for communication experts to expand their own communication competence and to be mindful of the opportunities students have available to represent their interests and skills in the classroom.

中文翻译：

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假设能力：困扰理想的学生

摘要使用 [Canary, DJ, & MacGregor, IM (2008)。影响学生沟通能力评估的差异。传播教育，57（1），41-63。doi:10.1080/03634520701635133] 理想和不理想的学生交流行为的原型，我在修辞上分析了来自患有自闭症谱系诊断的年轻人的参与者访谈记录的代表性行为，以确定此类原型的含义。参与者透露，他们长期感到被沟通伙伴误解。这项研究为交流教师和学者提供了对自闭症谱系诊断学生产生的交流的更好理解。它还挑战使用规范的交流镜头来解读所谓的理想学生交流行为，例如动机和参与。它呼吁沟通专家扩大他们自己的沟通能力，并注意学生在课堂上可以代表他们的兴趣和技能的机会。