Journal Article10.1080/07434618512331273621
Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part III—modes of communication
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TL;DR: The authors analyzed the communicative interaction patterns of eight congenitally nonspeaking physically disabled children (between the ages of 4 and 6 years) and their primary caregivers in a free play situation for 20 minutes.
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Abstract: The study analyzed the communicative interaction patterns of eight congenitally nonspeaking physically disabled children (between the ages of 4 and 6 years) and their primary caregivers. The dyads were videotaped in a free play situation for 20 minutes. The videotaped interaction was transcribed in its entirety and coded with respect to three categories of variables: discourse status, communicative function, and mode of communication. The data were analyzed to reflect: the frequencies of the specific communicative behaviors of the children and the interrelationships of the three categories of variables within the children's turns. Findings revealed that the children used multiple modes to communicate: a mean of 81.8% of their communicative turns were conveyed by nonboard modes (e.g, vocalization, gesture, or eye gaze, used alone or in combination); 18.2% of their turns were conveyed by means of their communication boards. In general, the mode of communication was found to be strongly influenced by the dis...
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References
Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part I—discourse patterns
TL;DR: In this article, the communicative interaction patterns of eight congenitally nonspeaking physically disabled children and their primary caregivers were analyzed in a free play situation for 20 minutes, and the data were analyzed to reflect the frequencies of specific communicative behaviors of the participants and the patterns of interactional sequences within the conversations.
229
The use of communication boards in a residential setting: an evaluation.
TL;DR: The authors present a method by which the spontaneous use of communication boards can be assessed as to actual functionality in meeting the students' communicative needs, and discuss the need to assess nonspeaking persons' use of augmentative systems outside the speech-language pathology setting.
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Evaluating the effectiveness of a communication board training program
TL;DR: Three major factors were found to operate cumulatively in increasing Kay's overall communicative effectiveness: revising the design of her original communication board; training her to functionally use her new board to meet her daily communicative needs; and introducing interaction strategies to her listeners through an inservice training program.
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