Developmental Disability

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 […]

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

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 how

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 student

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 four

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