Project Converse Annotated Bibliography

Context-situated communicative competence in a child with autism spectrum disorder.

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 while interacting with a parent … Read more

Mobilizing device-mediated contributions in interaction involving beginner users of eye-gaze-accessed speech-generating devices.

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 SGD-mediated responses by two students … Read more

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

Teaching communication aid use in everyday conversation.

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, anarthria, moderate intellectual disability, cerebral … Read more

Creating meaning through the coordination of gaze direction and arm/hand movement.

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, physical impairment and moderate intellectual … Read more

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 (i.e., seizure disorder, strabismus, nystagmus, … Read more

Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question.

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 disabilities (i.e., cerebral palsy, moderate … Read more

Pictogram tablet: A speech generating device focused on language learning.

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 beginning communicators, using an AAC … Read more

‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism.

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 Global Developmental Delay who is … Read more

Building mutual understanding: How children with autism spectrum disorder manage interactional trouble.

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 disabilities (e.g., ASD, ASD + … Read more

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 an AAC device while engaging … 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

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 18 years with complex communication … 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

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 communicators during interactions with a … 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

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) who use pragmatically organized communication … Read more

Recycling in communication involving a boy with autism using picture exchange system (PECS).

Samuelsson, C., & Ferreira, J. (2013). Recycling in communication involving a boy with autism using picture exchange system (PECS). In I. N. Norén, C. Samuelsson, & C. Pleijerts (Eds.), Aided communication in everyday interaction (pp. 127–151). J & R Press Ltd.   This study examined the types and functions of recycling (i.e., repetition, replication, echolalia) … Read more

That’s my story! Resisting disabling processes in a therapeutic activity.

Rasmussen, G. (2013). That’s my story! Resisting disabling processes in a therapeutic activity. Journal of Interactional Research in Communication Disorders, 4(2). https://doi.org/10.1558/jircd.v4i2.273   This study examined the processes of disablement and resistance to disablement in the interactions between a speech-language pathologist (SLP) and a 6-year-old boy with specific language impairment who relies on gestures and … 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

Expectations and interpretations of conversations using aided communication: An application of relevance theory.

Neuvonen, K. A., Jagoe, C., Launonen, K., Smith, M. M., & von Tetzchner, S. (2019). Expectations and interpretations of conversations using aided communication: An application of relevance theory. Journal of Interactional Research in Communication Disorders, 10(2), 125–152. https://doi.org/10.1558/jircd.20364   This study used relevance theory as a framework for analysis of conversations between a 9-year-old female … Read more

Participants’ dynamic orientation to folder navigation when using a VOCA with a touch screen in talk-in-interaction.

Norén, N., Svensson, E., & Telford, J. (2013). Participants’ dynamic orientation to folder navigation when using a VOCA with a touch screen in talk-in-interaction. Augmentative and Alternative Communication, 29(1), 20–36. https://doi.org/10.3109/07434618.2013.767555   This study investigated conversations between a 13-year-old boy with cerebral palsy who uses a voice output communication aid (VOCA) and his teacher, examining … Read more

Language learning, recasts, and interaction involving AAC: Background and potential for intervention.

Clarke, M. T., Soto, G., & Nelson, K. (2017). Language learning, recasts, and interaction involving AAC: Background and potential for intervention. Augmentative and Alternative Communication, 33(1), 42–50. https://doi.org/10.1080/07434618.2016.1278130 This study, a qualitative sequential analysis drawing on the principles of conversation analysis, examined the use of adult recasts within an intervention context focused on expressive language … 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

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) among … Read more