Conversational interaction between children using communication aids and their peers
This thesis uses the principles and practices of Conversation Analysis in an examination of conversational interaction between non-speaking children with Cerebral Palsy using voice output communication aids (VOCAs) and their speaking peers. In order to capture the unique and subtle ways in which these interactions are organised this thesis presents a detailed examination of three dyads. Many children with Cerebral Palsy experience profound difficulty producing intelligible speech. Such children may be provided with communication aids, including VOCAs, as an alternative communication modality. Despite recognition of the value of children's peer relationships, few studies have focused on interaction between children using communication aids and their peers. The central aim of this thesis is to examine how such interactions are organised. In particular, this work is concerned with examining the role of the speaking partners in conversational organisation, how VOCAs contribute to interaction and how conversations are organised when non-speaking children participate through unintelligible vocalisations and non-verbal actions. A significant feature of each dyad is the work that speaking partners do in organising
Clarke, Michael Timothy
Conversational interaction between children using communication aids and their peers. This thesis uses the principles and practices of Conversation Analysis in an examination of conversational interaction between non-speaking children with Cerebral Palsy using voice output communication aids (VOCAs) and their speaking peers. In order to capture the unique and subtle ways in which these interactions are organised this thesis presents a detailed examination of three dyads. Many children with Cerebral Palsy experience profound difficulty producing intelligible speech. Such children may be provided with communication aids, including VOCAs, as an alternative communication modality. Despite recognition of the value of children's peer relationships, few studies have focused on interaction between children using communication aids and their peers. The central aim of this thesis is to examine how such interactions are organised. In particular, this work is concerned with examining the role of the speaking partners in conversational organisation, how VOCAs contribute to interaction and how conversations are organised when non-speaking children participate through unintelligible vocalisations and non-verbal actions. A significant feature of each dyad is the work that speaking partners do in organising
conversational_interaction child use communication aid peer principle_practice conversation_analysis examination conversational_interaction non speaking_child cerebral use voice output communication aid speak peer order capture unique subtle way interaction organise present_detailed examination dyad many child cerebral experience profound difficulty produce intelligible speech child may provide communication aid include alternative communication modality despite recognition value child peer relationship study_focus interaction child use communication aid peer central aim_examine interaction organise particular work concern examine_role speak partner conversational organisation contribute interaction conversation organise non speaking_child participate unintelligible non_verbal action significant_feature dyad work speak partner organise