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 palsy), by her speech and language therapist while her grandparents were present. The therapist created interactional slots for the student to participate using a multimodal methods that included linguistic resources (e.g., alternative question, wh-questions, completion of non-finished clauses, aided language input) and multimodal resources (e.g., attention-getting speech, deictic gestures, preventative repair – positioning student’s hand over the preferred field such as nouns or verbs, modeling symbol indications with aided language input, hand-over-hand simulated symbol indications using the child’s own fist). The student took up the next action by indicating a symbol, which may or may not have been intentional. Before continuing the next social action, the therapist waited for the student to confirm the accuracy of her voicing or attributed meaning of the student’s symbol indications, which the student provided by lifting her head, smiling and lifting her head, or vocalizing and lifting her head.