Project Converse Annotated Bibliography

Peer

• Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.

  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 and intellectual disabilities due to … Read more

• A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype.

  Menjivar Dominguez, J., & Yläneva, K. (2010). A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype [Unpublished master’s thesis]. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A395624&dswid=1060   In this study, storytelling interactions are compared between a 10-year-old boy with cerebral palsy and his peers in two conditions; in one condition the boy has … Read more

• Communicative competence in children’s peer interaction.

  Clarke, M., & Wilkinson, R. (2013). Communicative competence in children’s peer interaction. In N. Norén, C. Samuelsson, & C. Plejert (Eds.), Aided communication in everyday interaction (pp. 23–58). J&R Press.   This study examined the use of multiple modalities to collaboratively achieve affiliation in two student dyads that include one child with cerebral palsy aged … Read more

• Communication aid use in children’s conversation: Time, timing and speaker transfer.

  Clarke, M., & Wilkinson, R. (2010). Communication aid use in children’s conversation: Time, timing and speaker transfer. In H. Gardner & M. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 249–266). John Wiley & Sons.   This study examined how progressivity was negotiated during speaker transfer between three student dyads of children … Read more

• The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers.

  Clarke, M., & Wilkinson, R. (2009). The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers. Clinical Linguistics and Phonetics, 23(8), 583–597. https://doi.org/10.1080/02699200802491132   This study examined how two speaking and two non-speaking children with cerebral palsy aged 10 to 14 years collaborated to engaging in non-serious episodes … Read more

• Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns.

  Clarke, M., & Wilkinson, R. (2008). Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns. AAC: Augmentative and Alternative Communication, 24(1), 3–15. https://doi.org/10.1080/07434610701390400   This study documented examined initiated voice-output communication aid (VOCA)-mediated turns of two children aged 7;11 and 14;10 years with cerebral palsy in interactions with their peers. … Read more

• Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use.

  Clarke, M., & Wilkinson, R. (2007). Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use. Augmentative and Alternative Communication, 23(4), 336–348. https://doi.org/10.1080/07434610701390350   This study examined how VOCA use emerged of two children aged 7;11 and 10;8 years with cerebral palsy when interacting with their peers without disabilities. The … Read more

• Speaker transfer in children’s peer conversation: Completing communication-aid-mediated contributions.

  Clarke, M., Bloch, S., & Wilkinson, R. (2013). Speaker transfer in children’s peer conversation: Completing communication-aid-mediated contributions. Augmentative and Alternative Communication, 29(1), 37–53. https://doi.org/10.3109/07434618.2013.767490   This study examined features of speaker transfer between a 11;7-year-old boy with CP using a voice-output communication aid (VOCA) and his peer without disabilities. The peer used questions and meta-interactional … Read more

• Co-construction, asymmetry and multimodality in children’s conversations.

  Clarke, M. (2016). Co-construction, asymmetry and multimodality in children’s conversations. In M. M. Smith & J. Murray (Eds.), The silent partner? Language, interaction and aided communication (pp. 177–198). J&R Press.   This chapter reviewed the body of research on quantitative as well as qualitative approaches to analysis of the face-to-face interaction research with children who … Read more

• Conversational interaction between children using communication aids and their peers.

  Clarke, M. T. (2005). Conversational interaction between children using communication aids and their peers (Publication No. 27821301) [Doctoral dissertation, University College of London]. ProQuest Dissertations and Theses Global.   This study examined three children with cerebral palsy aged 7;11 to 14;10 years who use voice output communication aides interacting with their speaking peers. Speaking peer … Read more

• Achieving intersubjectivity in Augmented and Alternative Communication (AAC): Intercorporeal, embodied and disembodied practices.

  Auer, P., & Hörmeyer, I. (2017). Achieving intersubjectivity in Augmented and Alternative Communication (AAC): Intercorporeal, embodied and disembodied practices. In C. Meyer, J. Streeck, & J. S. Jordan (Eds.), Intercorporeality: Emerging socialities in interaction (Issue 55). Oxford Scholarship Online. https://doi.org/10.1093/acprof:oso/9780190210465.003.0013   This study examined intersubjectivity (i.e., participant displays of understanding one another’s talk or actions) … Read more

• The role of active participation in interaction for children who use augmentative and alternative communication.

  Sundqvist, A., Plejert, C., & Rönnberg, J. (2010). The role of active participation in interaction for children who use augmentative and alternative communication. Communication & Medicine, 7(2), 165–175. https://doi.org/10.1558/cam.v7i2.165   This study examined interactional practices that facilitated and hindered the active participation of three children with cerebral palsy aged 7 to 12 years who use … Read more

• Exploring interaction between a non-speaking boy using aided AAC and his everyday communication partners: Features of turn organizing and turn design.

  Sigurd Pilesjö, M., & Rasmussen, G. (2011). Exploring interaction between a non-speaking boy using aided AAC and his everyday communication partners: Features of turn organizing and turn design. Journal of Interactional Research in Communication Disorders, 2(2), 183–213. https://doi.org/10.1558/jircd.v2i2.183   This study examined the interactions of an 8;6-year-old boy with cerebral palsy with his mother at … Read more

• On the use of bodily action and vocalizations as resources and methods when claiming turns in aided interaction.

  Sigurd Pilesjö, M. (2013). On the use of bodily action and vocalizations as resources and methods when claiming turns in aided interaction. In N. Norén, C. Samuelsson, & C. Plejert (Eds.), Aided communication in everyday interaction (pp. 59–94). J&R Press.   This study examined the multimodal use of embodied and linguistic resources of an 8;6-year-old … Read more

• Linguistic and temporal resources of pre-stored utterances in everyday conversations.

  Savolainen, I., Klippi, A., Tykkyläinen, T., & Launonen, K. (2020). Linguistic and temporal resources of pre-stored utterances in everyday conversations. Child Language Teaching and Therapy, 36(3), 195–214. https://doi.org/10.1177/0265659020950388   This study examined the linguistic and temporal resources of pre-stored utterances that were used in co-construction between four school-aged aided communicators from age 7 to 18 … Read more

• A dialogical approach to theory of mind in aided and non-aided child interaction.

  Plejert, C., & Sundqvist, A. (2013). A dialogical approach to theory of mind in aided and non-aided child interaction. In N. Norén, C. Samuelsson, & C. Plejert (Eds.), Aided communication in everyday interaction (pp. 153–188). J&R Press.   This study examined evidence of a dialogical view of theory of mind in the collaborative interactions of … Read more

• A comparison between the use of two speech-generating devices: A non-speaking student’s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities.

  Tegler, H., & Pilesjö, M. S. (2023). A comparison between the use of two speech-generating devices: A non-speaking student’s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities. Child Language Teaching and Therapy, 39(2), 175–194. https://doi.org/10.1177/02656590231174604 This ethnomethodological multi-modal conversation analysis study examined the communicative competence … Read more