Interpreting Finger-Flapping in the Reading Behaviors of an Individual with Asperger Syndrome

Abstract

This investigation explores the detailed results of a qualitative study into the strategic use of finger-flapping during the oral reading of an eightyear-old boy identified with Asperger syndrome. Of particular interest was how the individual with AS attempted to make sense of text as he engaged in shared reading in a clinical setting. Findings indicate that finger-flapping by this child served at least three primary functions including consolidating information, demonstrating breakdowns in comprehension, and requesting mediation. This paper includes a detailed discussion of the methodology, clinical implications, and intervention strategies pertaining to this investigation.