{"id":3765,"date":"2024-05-24T12:23:10","date_gmt":"2024-05-24T16:23:10","guid":{"rendered":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/?p=3765"},"modified":"2026-02-02T16:44:50","modified_gmt":"2026-02-02T21:44:50","slug":"speaker-transfer-in-childrens-peer-conversation-completing-communication-aid-mediated-contributions","status":"publish","type":"post","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/speaker-transfer-in-childrens-peer-conversation-completing-communication-aid-mediated-contributions\/","title":{"rendered":"Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions."},"content":{"rendered":"<p>Clarke, M., Bloch, S., &amp; Wilkinson, R. (2013). Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions. <em>Augmentative and Alternative Communication<\/em>, <em>29<\/em>(1), 37\u201353. <a href=\"https:\/\/doi.org\/10.3109\/07434618.2013.767490\">https:\/\/doi.org\/10.3109\/07434618.2013.767490<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>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 prompts during the interactions, which appeared to inconsistently support the peer\u2019s ability to judge turn completion (i.e., when the syntactic form suggested potential completion). The communication partners\u2019 provided anticipatory completions of VOCA-mediated turns during periods of delayed progressivity during VOCA-mediated turn construction, but they were ignored by the aided communicator. Nevertheless, they appeared to serve an interactional purpose by giving more status to subsequent VOCA-mediated elements which simultaneously projected backwards in clarifying the turn while also moving the interaction forward. VOCA-mediated delays in progressivity immediately following the communication partner\u2019s turn were less likely to encounter further anticipatory completions than after the boy produced new elements or elements revealing the accuracy of anticipatory completion. The AAC user\u2019s gaze was used to signal turn completion by looking from the VOCA to the partner, and it was used to prolong a turn by remaining fixed on the VOCA, despite the introduction of a plausible place of completion. At times a candidate completion was combined with gaze toward the AAC user, signaling a possible negotiation for early completion of the VOCA-mediated turn. At other times a candidate completion was combined with VOCA oriented gaze, signaling engagement in a \u201cguess ahead\u201d game of VOCA speech that served more of an interactional or social function.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Clarke, M., Bloch, S., &amp; Wilkinson, R. (2013). Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions. Augmentative and Alternative Communication, 29(1), 37\u201353. https:\/\/doi.org\/10.3109\/07434618.2013.767490 &nbsp; 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 &hellip; <a href=\"https:\/\/www.med.unc.edu\/healthsciences\/clds\/speaker-transfer-in-childrens-peer-conversation-completing-communication-aid-mediated-contributions\/\" aria-label=\"Read more about Speaker transfer in children\u2019s peer conversation: Completing communication-aid-mediated contributions.\">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":[8,28,6,22],"tags":[],"class_list":["post-3765","post","type-post","status-publish","format-standard","hentry","category-cerebral-palsy","category-convers-bib","category-developmental-disability","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":"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":"Developmental Disability","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/category\/convers-bib\/developmental-disability\/"},{"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\/3765","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=3765"}],"version-history":[{"count":0,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/posts\/3765\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/media?parent=3765"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/categories?post=3765"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/tags?post=3765"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}