Interaction between children with cerebral palsy and their peers. 1: organizing and understanding VOCA use.
This paper is the first in a series of two that use the principles and practices of Conversation Analysis (CA) in an examination of voice output communication aid (VOCA) use in two conversations, each involving a child with cerebral palsy with complex communication needs who used a VOCA and a peer without complex communication needs. The primary theme of this paper concerns how VOCA use is incorporated into children's peer interactions. A significant feature of each dyad is the way in which naturally speaking partners organized specific locations within the conversation for the production of VOCA-mediated turns. Such practices provide frameworks within which VOCA-mediated contributions can be understood. Issues concerned with asymmetries in children's peer interaction are discussed.
Clarke
Michael
M
Department of Human Communication Science, University College London, London, UK. m.clarke@ucl.ac.uk
Wilkinson
Ray
R
D002547:Cerebral Palsy / Q000628:therapy*; D002648:Child; D003143:Communication Devices for People with Disabilities; D003147:Communication Disorders / Q000628:therapy*; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group