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 […]
Savolainen, I., Klippi, A., & Launonen, K. (2018). Coconstructing in conversations using a communication book. Journal of Interactional Research in Communication Disorders, 9(2), 141–171. https://doi.org/10.1558/jircd.36668 This study described the processes of co-construction between an 18-year-old (with a diagnosis of Aicardi goutieres syndrome) and a ten-year-old boy (with brainstem stroke) who use pragmatically organized communication books
Savolainen, I., Klippi, A., Tykkyläinen, T., & Launonen, K. (2020). Linguistic and temporal resources of pre-stored utterances in everyday conversations. Child Language Teaching and Therapy, 36(3), 195–214. https://doi.org/10.1177/0265659020950388 This study examined the linguistic and temporal resources of pre-stored utterances that were used in co-construction between four school-aged aided communicators from age 7 to 18 years
Sigurd Pilesjö, M., & Norén, N. (2021). Facilitators’ use of a communication device following children’s aided turns in everyday interaction. Journal of Interactional Research in Communication Disorders, 10(1), 67–98. https://doi.org/10.1558/JIRCD.19318 This study examined four children ages 8 to 12 years with cerebral palsy who are emerging communicators or situation-dependent communicators during interactions with a variety
Savolainen, I., Klippi, A., Tykkyläinen, T., Higginbotham, J., & Launonen, K. (2020). The structure of participants’ turn-transition practices in aided conversations that use speech-output technologies. Augmentative and Alternative Communication, 36(1), 18–30. https://doi.org/10.1080/07434618.2019.1698654 This study examined turn-transition structures used during aided turn initiations between four male students aged 7 to 18 years with complex communication needs
