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 with […]
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 7;11
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 A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype [Unpublished master’s thesis].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 access
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 with
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 + ID,
