Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher.
Narrative abilities have been identified as a link to successful school achievement and, in particular, to the acquisition of literacy. Children who use AAC may be at risk of impaired narrative facility due to the differences in their language learning experiences, limitation of their AAC systems, and limitations from constrained access to physical and social environments. In this study, the elements of narrative that emerged in the interactions between an 8-year-old child who used an AAC device and her teacher are described. This assessment was achieved through use of the Narrative Assessment Profile (Bliss, McCabe, & Miranda, 1998) in the context of five tasks designed to elicit a spectrum of narrative features. Results indicate that the interactions between the child and her teacher made it difficult to assess whether or not the child had control of certain features of narrative. From a purely structural analysis, most narrative discourse dimensions appeared to be severely compromised and therefore in need of immediate intervention. Discussion includes aspects of narrative intervention and suggested topics for further research.
Soto
Gloria
G
Department of Special Education and Communication Disorders, San Francisco State University, 1600 Holloway Ave., San Francisco, CA, USA. gsoto@sfsu.edu
Hartmann
Elizabeth
E
Wilkins
David P
DP
D000328:Adult; D001877:Books; D002648:Child; D003142:Communication; D003143:Communication Devices for People with Disabilities; D032882:Comprehension; D005178:Faculty; D006801:Humans; D007398:Interpersonal Relations; D033262:Narration; D011932:Reading; D013334:Students