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The Role of Active Participation in Interaction for Children Who Use Augmentative and Alternative Communication
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
2010 (English)In: Communication & Medicine: An Interdisciplinary Journal of Healthcare, Ethics and Society, ISSN 1612-1783, E-ISSN 1613-3625, Vol. 7, no 2, 165-175 p.Article in journal (Other academic) Published
Abstract [en]

The present case-study investigates practices in interaction that manifest themselves as active participation for three Swedish children who use augmentative and alternative communication (AAC). Analyses are based on interaction data from three different settings, involving the children in dialogue with adults as well as peers. In-depth analysis of the data by means of Conversation Analysis revealed three practices inducive for active participation. The first one dealt with experiencing a sense of control, i.e. that the child who uses AAC was treated as a competent communicator, e.g. initiating topics and allocating turns etc. The second practice revealed the importance of coconstruction of communicative projects, and the possible negative effects of instances where adults attempted to impose an agenda on the children. Finally, analyses displayed different means by which participants could be included in the interaction, and the effects of such strategies. The study stresses the importance of communication partners’ abilities to balance and counterbalance the necessity to follow, share or sometimes inhibit a need to shape contributions to interaction, in order to enhance active participation for the child who uses AAC.

Place, publisher, year, edition, pages
2010. Vol. 7, no 2, 165-175 p.
Keyword [en]
Conversation Analysis, Augmentative and Alternative Communication, Children, Active Participation, Social Interaction
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-61118DOI: 10.1558/cam.v7i2.165OAI: oai:DiVA.org:liu-61118DiVA: diva2:360523
Available from: 2010-11-03 Created: 2010-11-03 Last updated: 2017-12-12
In thesis
1. Knowing me, knowing you: Mentalization abilities of children who use augmentative and alternative communication
Open this publication in new window or tab >>Knowing me, knowing you: Mentalization abilities of children who use augmentative and alternative communication
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Knowing me, knowing you : Mentaliseringsförmågor hos barn som använder sig av alternativ och kompletterande kommunikation
Abstract [en]

The present thesis investigated several components important to the understanding of mentalization for children who use augmentative and alternative communication (AAC). The result of the thesis demonstrated that non-verbal mental age correlated significantly with mentalization tasks, and that the participants did not significantly differ compared to a nonverbal age-matched group of children without disabilities. Different expression of active participation, which is necessary to be able to display mentalization in dialogue, was observed in analysed interaction. The children’s social networks were limited and consisted of very few peers, thus limiting the possibilities of active participation. The number of peers in the children’s social networks correlated significantly with aspects of the children’s mentalization ability. Children who use AAC display their mentalization abilities independently in social interaction and through e-mail messages to peers. A wider construct that will have relevance to mentalization in ordinary situations is described encompassing several different abilities. The development of these abilities is dependent on the child’s capacity for adapting a cognitive flexibility when reflecting and theorizing on what is happening in a given situation. The development of mentalization is also dependent on a child’s close friendships, active participation in interaction, functional language ability, and varied social networks consisting of both peers and adults.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2010. 58 + papers 1-4 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 520Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 35
Keyword
Mentalization, active participation, social networks, children who use augmentative and alternative communication, Mentaliseringsfömåga, sociala nätverk, aktivt deltagande, barn som använder sig av alternativ och kompletterande kommunikation
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-61120 (URN)978-91-7393-316-2 (ISBN)
Public defence
2010-10-15, Key 1, Hus Key, Campus Valla, Linköping University, Linköping, 13:30
Opponent
Supervisors
Available from: 2010-11-11 Created: 2010-11-03 Last updated: 2014-10-06Bibliographically approved

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Sundqvist, Annette (Anett)Plejert, CharlottaRönnberg, Jerker

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Sundqvist, Annette (Anett)Plejert, CharlottaRönnberg, Jerker
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Department of Behavioural Sciences and LearningFaculty of Arts and SciencesDepartment of Culture and CommunicationThe Swedish Institute for Disability ResearchDisability Research
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Communication & Medicine: An Interdisciplinary Journal of Healthcare, Ethics and Society
Social Sciences

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