Interaction between children with cerebral palsy and their peers 2: understanding initiated VOCA-mediated turns.
This paper is the second in a series of two that examine interactions between children with cerebral palsy who have complex communication needs and use voice output communication aids (VOCAs) and their naturally speaking peers. The current study expands on the analysis from the companion paper by exploring how problems emerge for naturally speaking children in understanding initiated VOCA-mediated turns. Conversation Analysis (CA) is used as a method for exploring the children's practices in organizing conversations into two dyads. The relationship between the sequential organization of the children's talk and the understanding of initiated VOCA-mediated turns is emphasized. Implications for clinical intervention are discussed.
Clarke
Michael
M
Department of Human Communication Science, University College London, UK. m.clarke@ucl.ac.uk
Wilkinson
Ray
R
D000293:Adolescent; D002547:Cerebral Palsy / Q000534:rehabilitation*; D002648:Child; D003143:Communication Devices for People with Disabilities; D032882:Comprehension; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012919:Social Behavior; D013065:Speech Intelligibility