Katja Dindar

Katja Dindar
University of Oulu · Research Unit of Logopedics

PhD (Psychology)

About

24
Publications
16,477
Reads
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98
Citations
Introduction
Katja Dindar is a postdoctoral researcher and clinical psychologist. Her research interests include social interaction, communication, social attention, and all things autism. She is currently examining social-pragmatic communication in young adults on the autism spectrum using multimodal data. She is also involved in conversation analytic studies of social interaction involving children on the autism spectrum and investigations of attitudes towards autism.
Additional affiliations
September 2018 - present
University of Oulu
Position
  • PostDoc Position
Description
  • Project "Understanding the communication and social features of individuals with autism spectrum disorder in the current society" http://www.oulu.fi/eudaimonia/node/50070
January 2015 - September 2017
University of Eastern Finland
Position
  • PhD Student
June 2012 - December 2014
University of Eastern Finland
Position
  • Junior Researcher / PhD Candidate
Education
September 2009 - June 2012
University of Eastern Finland
Field of study
  • Psychology
August 2006 - September 2009
University of Eastern Finland
Field of study
  • Psychology

Publications

Publications (24)
Article
Full-text available
Children with autism spectrum disorder (ASD) are vulnerable to interactional trouble: difficulties in speaking, hearing and understanding. Prior conversation analytic (CA) work has examined how interactional trouble gets repaired mostly in verbal interactions among neurotypical speakers. Non-CA examinations have mainly been concerned with how child...
Article
Recent studies on gaze behaviours in individuals with autism spectrum disorder (ASD) have utilised “live eye tracking.” Such research has focused on generating quantitative eye tracking measurements, which provide limited (if any) qualitative contextual details of the actual interactions in which gaze occurs. This article presents a novel methodolo...
Article
Research on people diagnosed with autism spectrum disorder (henceforth autism) is often based upon biomedical understanding. Such understanding tends to view the characteristics related to autism diagnosis, such as the lack of or atypical use of speech, as a sign of incompetence that can be reduced as an underlying pathology of an individual. Howev...
Article
Full-text available
This study examined social-pragmatic inferencing, visual social attention and physiological reactivity to complex social scenes. Participants were autistic young adults (n = 14) and a control group of young adults (n = 14) without intellectual disability. Results indicate between-group differences in social-pragmatic inferencing, moment-level socia...
Article
Tarkastelemme referointikeinoja, joita aikuiset autismikirjon henkilöt ja verrokit käyttävät puhuessaan toisen henkilön ajatuksista. Aineisto on kerätty tutkimustilanteessa, jossa tutkittavia pyydetään kertomaan, mitä videolla nähty henkilö voisi ajatella. Tässä tutkimuksessa referointikeinot on luokiteltu kuvaileviksi ja esittäviksi sen mukaan, py...
Article
Full-text available
Aiemmissa tutkimuksissa on saatu ristiriitaisia tuloksia autismikirjon naisten ja miesten tavasta orientoitua sosiaalisiin tilanteisiin, tulkita niitä ja kertoa niistä. Tässä tutkimuksessa tarkastelimme, kuinka autismikirjon naiset (n = 7) ja miehet (n = 24) ja verrokkiryhmän naiset (n = 11) ja miehet (n = 24) kuvaavat sosiopragmaattisesti monimutk...
Chapter
This chapter presents a brief overview of the current situation and development trend of interventions for children with autism spectrum disorder (ASD) in Finland. Interventions, particularly early interventions, are seen crucial for children with ASD in order to support their developing skills. Research has identified multiple interventions that a...
Article
Full-text available
Technology-enhanced environments are increasingly used to enhance the interaction skills of children with autism spectrum disorder (ASD), yet little is known about how technology use influences interactions between educators and children. This article examined how educators engage with children with ASD in a technology-enhanced learning environment...
Article
Children with autism spectrum disorder (ASD) reportedly have difficulties in responding to bids for joint attention, notably in following pointing gestures. Previous studies have predominantly built on structured observation measures and predefined coding categories to measure children’s responsiveness to gestures. However, how these gestures are d...
Article
Full-text available
Background. The Sally-Anne test has been extensively used to examine children’s theory of mind understanding. Many task-related factors have been suggested to impact children’s performance on this test. Yet little is known about the interactional aspects of such dyadic assessment situations that might contribute to the ways in which children respon...
Article
This case is a part of the first author’s current PhD research on interactions involving children with Autism Spectrum Disorder (ASD). Children with ASD are proposed to have difficulties in coordinating and sharing attention with a partner to an external (“third”) object or a feature in the environment – also referred to as joint attention or triad...
Conference Paper
Full-text available
Background Children with autism spectrum disorders (ASD) are characterised as having challenges in the social use of eye-gaze (e.g., Chawarska, Macari, & Shic, 2013). The research on eye-gaze behaviours is often conducted in carefully controlled settings; less is known about the use of eye-gaze during naturally occurring interactions (but see Nori...
Conference Paper
Full-text available
Children with Autism Spectrum Disorders (ASD) have been reported to exhibit difficulties in tests measuring mental state understanding, such as the Sally-Anne task. There are also vast performance differences among these children, usually explained by individual or task-related factors. Little is known about the interactional factors of face-to-fac...
Conference Paper
Full-text available
The purpose of this poster presentation is to discuss how different research methods can be used to identify initiatives by children with autism spectrum disorders (ASD) during interaction with teaching staff. The ideas presented originate from two ongoing PhD projects in two countries using different methods. The Finnish case comes from an analysi...
Conference Paper
Full-text available
Children with ASD have challenged educational professionals in Finland and abroad in the creation of suitable learning environments, especially for the group of lower functioning and minimally verbal children with ASD. To explore what constitutes a good learning environment and to support learning of children with ASD, we have created a technology-...
Conference Paper
Full-text available
Triadisen vuorovaikutuksen tutkimus on osoittanut, että autismin kirjon lapsilla on vaikeuksia tarkkaavaisuuden suuntaamisessa kuten esimerkiksi osoittamiseleiden seuraamisessa. Tyypillisesti tällainen havainnoiva tutkimus käyttää menetelmänään teoriaan pohjautuvia koodauskategorioita. Koodauskategoriat ovat hyödyllisiä triadisten taitojen määrälli...
Conference Paper
Full-text available
Children with autism spectrum disorder (ASD) have challenges in triadic interaction, or joint attention. These skills affect multiple areas of the lives of these children, including their learning and education. Previously, technological solutions have been found to be beneficial for this population. Thus, we were interested in investigating triadi...
Article
Full-text available
Autism Spectrum Disorder (ASD) is often linked with difficulties in triadic interaction or joint attention. This paper investigated the communicative competencies that children with ASD might have in these skills. We report findings from a pilot case study that focused on a school-aged child with ASD who interacted with his adult co-participants in...
Article
Full-text available
This study examined special education teachers’ and assistants’ views on the process and outcomes of an action research project. The context of the study was the CASCATE (Children with Autism Spectrum disorders as Creative Actors in a strength-based Technology-enhanced learning Environment) research project, which investigates the actions of childr...
Thesis
Full-text available
The aim of this study was to examine an autistic child’s attention, mainly sustained attention, while he was working at different kinds of work stations. This study also aimed at exploring this particular child’s joint actions towards his parent and a tutor he was collaborating with. The main idea was to emphasize the child’s capabilities instead o...

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Projects

Projects (3)
Project
The purpose of this multidisciplinary project is to investigate pragmatic communication skills in a versatile way using the mixed-methods approach in order to get an overview of the strengths and weaknesses in Finnish and Italian 4- to 8-year-old children with typical development (TD) and autism spectrum disorder (ASD). In addition, the project focus on studying connection between pragmatic communication skills, theory of mind and executive functions since their causal relationship is still unclear. We also aim to compare the pragmatic performance of Finnish and Italian children in order to gain a better comprehension of the role that different cultural contexts have in determining the developmental trajectories of pragmatic ability. The project includes Finnish TD children, Italian TD children, Finnish children with ASD and Italian children with ASD. Children's pragmatic communication, theory of mind and executive functions are assessed by utilizing the Pragma test, the ABaCo, the CCC-2 and some subtests of NEPSY-II. Performance scores are compared using inferential statistics. To broaden the analysis beyond the test scores, qualitative analysis will be used to analyse the children’s answers to the test questions and the video-recorded interactions. The content of the children’s answers will be analysed combining both data- and theory-driven approaches to qualitative content analysis, and classified into different categories. In addition, conversation analysis, with its focus on language use in social interaction, allows to conduct a structural and sequential examination of how the interactions between children and researchers are organised on a turn-by-turn basis. Understanding the processing and interaction styles of individuals with ASD helps in directing the intervention to the core difficulties. This mixed-methods research will give us new knowledge about complex pragmatic communication development. It also enrich our knowledge about how wide pragmatic communication difficulties are in ASD and whether there are some preserved areas that could be used as building blocks to support the communication of children with ASD. This study will also increase knowledge about universal and language/culture-bound features of pragmatic abilities in TD children and children with ASD. In the current world, this kind of information is important because people increasingly interact beyond language and culture borders.
Project
PEICAS is an interdisciplinary and international research project. PEICAS aims at developing understanding and strategies to support the social participation of children with autism in peer interactions in inclusive classrooms. https://www.peicas.fi
Project
In real-life situations, our interpretations and expressions of language are continuously affected by many simultaneous contextual factors. The use of language involves cognitive processes and takes place in the social world where communication demands are multidimensional and continuously changing: this is a significant area of weakness in autism spectrum disorder (ASD). The purpose of this project is to investigate the social-pragmatic communication skills of young adults with ASD. We use a multilevel approach and combine behavioural, physiological and neural level data. The approach provides an overview of the strengths and weaknesses of the social-pragmatic language processing in individuals with ASD. The findings gained by using this methodology are needed in order to understand the unique social-pragmatic language processing styles of individuals with ASD. By increasing research-based information it is possible to develop appropriate practices to strengthen their social-communicative abilities, which enables individuals with ASD to be active members of the society.