‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism.
A case study of aided story telling: Comparing the Step-by-StepTM with the How was School Today Prototype.
A comparison between the use of two speech-generating devices: A non-speaking student’s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities.
A dialogical approach to theory of mind in aided and non-aided child interaction.
A posthuman approach to agency, disability, and technology in social interactions.
AAC Use in Classrooms and Clinics
Achieving intersubjectivity in Augmented and Alternative Communication (AAC): Intercorporeal, embodied and disembodied practices.
Bibl
Building mutual understanding: How children with autism spectrum disorder manage interactional trouble.
Co-construction, asymmetry and multimodality in children’s conversations.
Coconstructing in conversations using a communication book.
Communication aid use in children’s conversation: Time, timing and speaker transfer.
Communicative competence in children’s peer interaction.
Communicative interaction between a non-speaking child with cerebral palsy and her mother using an iPadTM.
Context-situated communicative competence in a child with autism spectrum disorder.
Conversational interaction between children using communication aids and their peers.
Converse Insights Home
Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.
Creating meaning through the coordination of gaze direction and arm/hand movement.
Expectations and interpretations of conversations using aided communication: An application of relevance theory.
Exploring interaction between a non-speaking boy using aided AAC and his everyday communication partners: Features of turn organizing and turn design.
Facilitators’ use of a communication device following children’s aided turns in everyday interaction.
Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use.
Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA-mediated turns.
Language learning, recasts, and interaction involving AAC: Background and potential for intervention.
Linguistic and temporal resources of pre-stored utterances in everyday conversations.
Mobilizing device-mediated contributions in interaction involving beginner users of eye-gaze-accessed speech-generating devices.
On the use of bodily action and vocalizations as resources and methods when claiming turns in aided interaction.
Participants’ dynamic orientation to folder navigation when using a VOCA with a touch screen in talk-in-interaction.
Pictogram tablet: A speech generating device focused on language learning.
Publications and Presentations
Recycling in communication involving a boy with autism using picture exchange system (PECS).
SLP Tools and Resources
Speaker transfer in children’s peer conversation: Completing communication-aid-mediated contributions.
Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question.
Talk-in-Interaction Research
Teaching communication aid use in everyday conversation.
That’s my story! Resisting disabling processes in a therapeutic activity.
The collaborative construction of non-serious episodes of interaction by non-speaking children with cerebral palsy and their peers.
The role of active participation in interaction for children who use augmentative and alternative communication.
The structure of participants’ turn-transition practices in aided conversations that use speech-output technologies.

SLP Tools and Resources

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Insights from Project Converse

Department of Health Sciences, School of Medicine, UNC-Chapel Hill
is licensed under CC BY-SA 4.0

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