Teaching Communication Aid Use in Everyday Conversation

Autor/inn/en	Sigurd Pilesjö, Maja; Norén, Niklas
Titel	Teaching Communication Aid Use in Everyday Conversation
Quelle	In: Child Language Teaching and Therapy, 33 (2017) 3, S.241-253 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659017702204
Schlagwörter	Speech Language Pathology; Allied Health Personnel; Communication Strategies; Multiple Disabilities; Grandparents; Augmentative and Alternative Communication; Interaction; Home Visits; Intellectual Disability; Speech Impairments; Physical Disabilities; Interpersonal Communication; Discourse Analysis; Cerebral Palsy; Video Technology; Nonverbal Communication; Program Effectiveness; Children + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Multiple disability; Mehrfachbehinderung; Großeltern; Interaktion; Hausbesuch; Intellect; Disability; Disabilities; Verstand; Behinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Physical handicap; Körperbehinderung; Interpersonale Kommunikation; Diskursanalyse; Hirnlähmung; Non-verbal communication; Nonverbale Kommunikation; Child; Kind; Kinder
Abstract	This Conversation Analysis study investigated how a speech and language therapist (SLT) created opportunities for communication aid use in multiparty conversation. An SLT interacted with a child with multiple disabilities and her grandparents in a home setting, using a bliss board. The analyses demonstrated a practice where the SLT employed sequential and multimodal methods to open up interactional spaces for board use. The board was used within this space either by the child, or by the SLT. The space was then closed by the SLT's attentive checking for confirmation or rejection of the meaning of the board indication. The meaning-making processes were actively initiated, supported, and closed by the therapist, using a variety of linguistic and bodily methods such as questions, non-finished turns, indication modeling, and adjusting the board's position. The child confirmed or rejected the therapist's moves using board indications, vocalizations, gaze, head movements, and smiles. The analysed practice creates opportunities for teaching and possibly also for learning how to use a communication aid. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01