ABSTRACT

Children who receive a diagnosis of autism spectrum disorder (ASD) are said to have characteristic difficulty with transitions. However, testing that informs ASD diagnosis overlooks children’s conduct during transitions between subtasks of the test. In this article, we describe and analyze the sequential organization of such transitions. First, we show that transitions come as an organized series of sequences, which we call the Transitional Activity Series (TAS). We then show how the TAS is a contingent accomplishment with a structure that clinician and child adapt to emergent troubles in co-orientation. Lastly, we analyze how a particular child’s “rigid and repetitive behaviors,” a criterion of ASD diagnosis linked to transitional difficulty, may work to facilitate, rather than upend, transitions between discrete testing tasks. Data in American English.

摘要

据说被诊断为自闭症谱系障碍 (ASD) 的儿童在过渡方面存在特征性困难。然而，告知 ASD 诊断的测试忽略了儿童在测试子任务之间转换期间的行为。在本文中，我们将描述和分析此类转换的顺序组织。首先，我们展示了过渡是作为一系列有组织的序列出现的，我们称之为过渡活动系列 (TAS)。然后，我们展示了 TAS 如何是一种偶然的成就，其结构使临床医生和儿童能够适应共同定向中的紧急问题。最后，我们分析了特定儿童的“刚性和重复性行为”（与过渡困难相关的 ASD 诊断标准）如何促进而不是颠倒离散测试任务之间的过渡。