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This study investigates how a group of three fifth-grade students – one autistic and two non-autistic – collaboratively create a fictional story through proposals and joint decisions. The video-recorded data were collected during L1 lessons (total of 3.5 hours). The students first developed a story using a mind map, followed by collaborative writing in a shared online document. Using multimodal conversation analysis, this study examines the design features and distribution of students’ procedural and content proposals and the subsequent decision-making, with particular attention to content proposals that require greater interactional work to achieve joint decisions. The findings show that proposals often consisted solely of nominal elements. Additionally, procedural proposals were generally straightforward and readily accepted, whereas content proposals often prompted extended negotiation through supplements, counterproposals, or rejections. These disalignments were occasionally rooted in differing orientations. For example, the autistic student occasionally appeared to prioritise unconventional story elements, whereas the non-autistic students tended to favour more socially normative storytelling. Despite these differences, the group generally reached joint decisions. This study highlights collaborative storytelling as a valuable context for practicing storytelling skills, initiative-taking, and joint decision-making in inclusive educational settings.
Kämäräinen et al. (Mon,) studied this question.