Author Archives: Skip Ryan

Tuononen, K. J. S., Laitila, A., & Kärnä, E. (2014). Context-situated communicative competence in a child with autism spectrum disorder. International Journal of Special Education, 29(2), 1–14. http://www.internationalsped.com/index.php/ijse/index   This study examined the use of eye-gaze for joint attention by an 8-year-old student with autism spectrum disorder and limited speech...

Tegler, H., Norén, N., Demmelmaier, I., & Johansson, M. B. (2021). Mobilizing device-mediated contributions in interaction involving beginner users of eye-gaze-accessed speech-generating devices. Research on Children and Social Interaction, 5(2), 271–296. https://doi.org/10.1558/rcsi.17964   This study examined the multiple, multimodal social actions and practices that were required in order to mobilize...

Tegler, H., Demmelmaier, I., Johansson, M. B., & Norén, N. (2020). Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices. Augmentative and Alternative Communication, 36(4), 203–213. https://doi.org/10.1080/07434618.2020.1811758   This study investigated the organization of multiparty classroom interaction that included one 14-year-old student with physical...

Sigurd Pilesjö, M., & Norén, N. (2017). Teaching communication aid use in everyday conversation. Child Language Teaching and Therapy, 33(3), 241–253. https://doi.org/10.1177/0265659017702204   This study described the sequential and multimodal methods used in teaching communication aid use to a 10-year-old girl with multiple disabilities (i.e., severe speech and physical impairment,...

Sigurd Pilesjö, M. (2014). Creating meaning through the coordination of gaze direction and arm/hand movement. Journal of Interactional Research in Communication Disorders, 5(1), 63–96. https://doi.org/10.1558/jircd.v4i2.63   This study investigated the use of arm/hand movement and gaze direction for creating mutual understanding between a girl aged 10;4 years with severe speech,...

Pinto, M., & Gardner, H. (2014). Communicative interaction between a non-speaking child with cerebral palsy and her mother using an iPadTM. Child Language Teaching and Therapy, 30(2), 207–220. https://doi.org/10.1177/0265659013518338   This study examined how turns are designed between a mother and her 8-year-old child with cerebral palsy and additional disabilities...

Norén, N., & Sigurd Pilesjö, M. (2016). Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question. Clinical Linguistics and Phonetics, 30(10), 790–811. https://doi.org/10.1080/02699206.2016.1213883   This study examined the multiparty interaction in which a speech language therapist supported a 10-year-old girl with multiple...

Martínez-Santiago, F., Montejo-Ráez, A., & García-Cumbreras, M. (2018). Pictogram tablet: A speech generating device focused on language learning. Interacting with Computers, 30(2), 116–132. https://doi.org/10.1093/iwc/iwx022   This study examined the use of verbal behavioral analysis strategies to elicit adult-preferred responses from students with autism aged 4 to 10 years who are...

Doak, L. (2019). ‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism. Qualitative Research, 19(1), 30–54. https://doi.org/10.1177/1468794117752115   This study examined a snack time interaction between a school staff member and a three-year-old student with ASD and...

Dindar, K., Korkiakangas, T., Laitila, A., & Eija Kärnä. (2016). Building mutual understanding: How children with autism spectrum disorder manage interactional trouble. Journal of Interactional Research in Communication Disorders, 7(1), 49–77. https://doi.org/10.1558/jircd.v7i1.28228   This study examined how interactional troubles are addressed in conversations with three students with a variety of...