{"id":3649,"date":"2024-05-21T13:11:27","date_gmt":"2024-05-21T17:11:27","guid":{"rendered":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/?p=3649"},"modified":"2026-02-02T16:43:51","modified_gmt":"2026-02-02T21:43:51","slug":"a-comparison-between-the-use-of-two-speech-generating-devices-a-non-speaking-students-displayed-communicative-competence-and-agency-in-morning-meetings-in-a-compulsory-school-for-children-wi","status":"publish","type":"post","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-comparison-between-the-use-of-two-speech-generating-devices-a-non-speaking-students-displayed-communicative-competence-and-agency-in-morning-meetings-in-a-compulsory-school-for-children-wi\/","title":{"rendered":"A comparison between the use of two speech-generating devices: A non-speaking student\u2019s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities."},"content":{"rendered":"<p>Tegler, H., &amp; Pilesj\u00f6, M. S. (2023). A comparison between the use of two speech-generating devices: A non-speaking student\u2019s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities. <em>Child Language Teaching and Therapy<\/em>, <em>39<\/em>(2), 175\u2013194. <a href=\"https:\/\/doi.org\/10.1177\/02656590231174604\">https:\/\/doi.org\/10.1177\/02656590231174604<\/a><\/p>\n<p>This ethnomethodological multi-modal conversation analysis study examined the communicative competence and agency of a 19-year-old student with cerebral palsy and intellectual disabilities during morning meetings at school in two conditions, using a single-message or a multi-message speech generating device (SGD). When provided a single-message device, progressivity was preserved in the student\u2019s ability to respond in a timely manner but his agency was limited because there is only one option to produce on the SGD. When provided a multi-message device, progressivity was challenged because of prolonged composition time. While a multi-message device increased agency relative to a single-message device, the student\u2019s agency was still restricted due to the fact that options were restricted due to his inability to access them with eye-gaze technology. When the student was assigned the role of \u201cteacher\u201d, he was provided more opportunities for taking a turn, displaying communicative competence, and exhibiting agency than when he was assigned the role of \u201cstudent\u201d. A variety of adult behaviors were attributed to be scaffolding practices: moving the SGD to signal it as the preferred response, making the next contribution relevant and well-timed by pointing to the preferred symbol, holding the response space for the aided speaker by dealing with interrupting peers in quiet side-sequences, providing deontic constructions for other-initiated self-repairs after identifying a contribution as problematic, and using meta-cognitive descriptions to hold space for the student\u2019s turn (e.g., \u201cdifficult to choose\u201d).<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tegler, H., &amp; Pilesj\u00f6, M. S. (2023). A comparison between the use of two speech-generating devices: A non-speaking student\u2019s 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\u2013194. https:\/\/doi.org\/10.1177\/02656590231174604 This ethnomethodological multi-modal conversation analysis study examined the communicative competence &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/a-comparison-between-the-use-of-two-speech-generating-devices-a-non-speaking-students-displayed-communicative-competence-and-agency-in-morning-meetings-in-a-compulsory-school-for-children-wi\/\" aria-label=\"Read more about A comparison between the use of two speech-generating devices: A non-speaking student\u2019s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities.\">Read more<\/a><\/p>\n","protected":false},"author":1981,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[21,8,28,9,22],"tags":[],"class_list":["post-3649","post","type-post","status-publish","format-standard","hentry","category-adult","category-cerebral-palsy","category-convers-bib","category-disability-explicit","category-peer","odd"],"acf":[],"featured_image":false,"featured_image_medium":false,"featured_image_medium_large":false,"featured_image_large":false,"featured_image_thumbnail":false,"featured_image_alt":false,"category_details":[{"name":"Adult","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/category\/convers-bib\/adult\/"},{"name":"Cerebral Palsy","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/category\/convers-bib\/cerebral-palsy\/"},{"name":"Converse Annotated Bibliography","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/category\/convers-bib\/"},{"name":"Intellectual Disability (explicit)","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/category\/convers-bib\/disability-explicit\/"},{"name":"Peer","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/category\/convers-bib\/peer\/"}],"tag_details":[],"_links_to":[],"_links_to_target":[],"_links":{"self":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/posts\/3649","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/users\/1981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/comments?post=3649"}],"version-history":[{"count":0,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/posts\/3649\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/media?parent=3649"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/categories?post=3649"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/tags?post=3649"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}