Project Converse Annotated Bibliography – Page 7

Creating meaning through the coordination of gaze direction and arm/hand movement.

Sigurd Pilesjö, M. (2014). Creating meaning through the coordination of gaze direction and arm/hand movement. Journal of Interactional Research in Communication Disorders, 5(1), 63–96. https://doi.org/10.1558/jircd.v4i2.63 This study investigated the use of arm/hand movement and gaze direction for creating mutual understanding between a girl aged 10;4 years with severe speech, physical impairment and moderate intellectual disability […]

Teaching communication aid use in everyday conversation.

Sigurd Pilesjö, M., & Norén, N. (2017). Teaching communication aid use in everyday conversation. Child Language Teaching and Therapy, 33(3), 241–253. https://doi.org/10.1177/0265659017702204 This study described the sequential and multimodal methods used in teaching communication aid use to a 10-year-old girl with multiple disabilities (i.e., severe speech and physical impairment, anarthria, moderate intellectual disability, cerebral palsy),

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