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Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (Studier i Barndom, Lärande och Identitet som Interaktionella praktiker (CLIP))ORCID iD: 0000-0002-0941-2760
University of Southern Denmark.
2016 (English)In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 30, no 10, 790-811 p.Article in journal (Refereed) Published
Abstract [en]

Asking a question can be a highly challenging task for a person with multiple disabilities, but questions have not received much attention in research on augmentative and alternative communication (AAC). Conversation analysis is employed to examine an instance of multiparty interaction where a speech and language therapist supports a child with multiple disabilities to ask a question with a communication board. The question is accomplished through a practice where the action is built as a trajectory of interactional steps. Each step is built using ways of involvement that establish different participation spaces designed to deal with different aspects of asking a question: agreeing on the action type, the speaker and recipient, the content of the question, and then asking the question. The segmentation of a question into discrete steps and participation spaces can be used in intervention to model the construction of a question for AAC users and significant others.

Place, publisher, year, edition, pages
2016. Vol. 30, no 10, 790-811 p.
Keyword [en]
Augmentative and alternative communication (AAC), conversation analysis (CA), emergent question trajectory, participation frameworks and social inclusion/exclusion, severe speech and physical impairment
National Category
Other Medical Sciences not elsewhere specified
Research subject
Linguistics; Sociology; Health Care Research; Education
URN: urn:nbn:se:uu:diva-305253DOI: 10.1080/02699206.2016.1213883OAI: oai:DiVA.org:uu-305253DiVA: diva2:1037107
Available from: 2016-10-13 Created: 2016-10-13 Last updated: 2016-10-13

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Publisher's full texthttp://dx.doi.org/10.1080/02699206.2016.1213883

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