Developmental Disability

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.

Tegler, H., Demmelmaier, I., Johansson, M. B., & Norén, N. (2020). Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices. Augmentative and Alternative Communication, 36(4), 203–213. https://doi.org/10.1080/07434618.2020.1811758 This study investigated the organization of multiparty classroom interaction that included one 14-year-old student with physical and intellectual disabilities due to cerebral […]

Mobilizing device-mediated contributions in interaction involving beginner users of eye-gaze-accessed speech-generating devices.

Tegler, H., Norén, N., Demmelmaier, I., & Johansson, M. B. (2021). Mobilizing device-mediated contributions in interaction involving beginner users of eye-gaze-accessed speech-generating devices. Research on Children and Social Interaction, 5(2), 271–296. https://doi.org/10.1558/rcsi.17964 This study examined the multiple, multimodal social actions and practices that were required in order to mobilize SGD-mediated responses by two students with

Context-situated communicative competence in a child with autism spectrum disorder.

Tuononen, K. J. S., Laitila, A., & Kärnä, E. (2014). Context-situated communicative competence in a child with autism spectrum disorder. International Journal of Special Education, 29(2), 1–14. http://www.internationalsped.com/index.php/ijse/index This study examined the use of eye-gaze for joint attention by an 8-year-old student with autism spectrum disorder and limited speech while interacting with a parent and

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