Intellectual Disability (inferred) | Center for Literacy and Disability Studies

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Department of Health Sciences

Communicative interaction between a non-speaking child with cerebral palsy and her mother using an iPadTM.

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...

A posthuman approach to agency, disability, and technology in social interactions.

Clinkenbeard, M. J. (2020). A posthuman approach to agency, disability, and technology in social interactions. Technical Communication Quarterly, 29(2), 115–135. https://doi.org/10.1080/10572252.2019.1646319 This study examined how the social action of choosing a color is collaboratively negotiated and coordinated between a seven-year-old child with Pitt Hopkins Syndrome and autism who uses...

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...

The structure of participants’ turn-transition practices in aided conversations that use speech-output technologies.

Savolainen, I., Klippi, A., Tykkyläinen, T., Higginbotham, J., & Launonen, K. (2020). The structure of participants’ turn-transition practices in aided conversations that use speech-output technologies. Augmentative and Alternative Communication, 36(1), 18–30. https://doi.org/10.1080/07434618.2019.1698654 This study examined turn-transition structures used during aided turn initiations between four male students aged 7 to...

Facilitators’ use of a communication device following children’s aided turns in everyday interaction.

Sigurd Pilesjö, M., & Norén, N. (2021). Facilitators’ use of a communication device following children’s aided turns in everyday interaction. Journal of Interactional Research in Communication Disorders, 10(1), 67–98. https://doi.org/10.1558/JIRCD.19318 This study examined four children ages 8 to 12 years with cerebral palsy who are emerging communicators or situation-dependent...

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...

Coconstructing in conversations using a communication book.

Savolainen, I., Klippi, A., & Launonen, K. (2018). Coconstructing in conversations using a communication book. Journal of Interactional Research in Communication Disorders, 9(2), 141–171. https://doi.org/10.1558/jircd.36668 This study described the processes of co-construction between an 18-year-old (with a diagnosis of Aicardi goutieres syndrome) and a ten-year-old boy (with brainstem stroke)...

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...