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Knowing me, knowing you: Mentalization abilities of children who use augmentative and alternative communication
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
2010 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Knowing me, knowing you : Mentaliseringsförmågor hos barn som använder sig av alternativ och kompletterande kommunikation (Swedish)
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 [en]
Mentalization, active participation, social networks, children who use augmentative and alternative communication
Keyword [sv]
Mentaliseringsfömåga, sociala nätverk, aktivt deltagande, barn som använder sig av alternativ och kompletterande kommunikation
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-61120ISBN: 978-91-7393-316-2 (print)OAI: oai:DiVA.org:liu-61120DiVA: diva2:360535
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
List of papers
1. Advanced Theory of Mind in Children Using Augmentative and Alternative Communication
Open this publication in new window or tab >>Advanced Theory of Mind in Children Using Augmentative and Alternative Communication
2010 (English)In: Communication Disorders Quarterly, ISSN 1525-7401, E-ISSN 1538-4837, Vol. 31, no 2, 86-97 p.Article in journal (Refereed) Published
Abstract [en]

This study focused on the attainment of Theory of Mind (ToM) in children (aged 6 to 13) with complex communication needs who used augmentative and alternative communication (AAC). The AAC group (n = 14) was matched to a younger group, without disabilities, vis-à-vis nonverbal mental age. A second comparison group consisting of children with mild intellectual disabilities and matched nonverbal mental age and chronological age was also included. A test battery that included tests of cognitive and language development and tests of first- and second-order ToM understanding and understanding of more advanced ToM was used. Nonverbal intelligence proved to be a good indicator of ToM ability. Contrary to previous research, the AAC group did not differ significantly from the comparison groups on the test results. The results are discussed in terms of the necessary cognitive capacity underpinning ToM development.

Keyword
theory of mind, cognition, language, complex communication needs
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-44517 (URN)10.1177/1525740109333967 (DOI)76945 (Local ID)76945 (Archive number)76945 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13
2. The Role of Active Participation in Interaction for Children Who Use Augmentative and Alternative Communication
Open this publication in new window or tab >>The Role of Active Participation in Interaction for Children Who Use Augmentative and Alternative Communication
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.

Keyword
Conversation Analysis, Augmentative and Alternative Communication, Children, Active Participation, Social Interaction
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-61118 (URN)10.1558/cam.v7i2.165 (DOI)
Available from: 2010-11-03 Created: 2010-11-03 Last updated: 2017-12-12
3. Social Networks and Theory of Mind Abilities in Children Who Use Augmentative and Alternative Communication
Open this publication in new window or tab >>Social Networks and Theory of Mind Abilities in Children Who Use Augmentative and Alternative Communication
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Background: To be included in various social situations is important to children’s social development and learning in general. The aim of the present study was to examine social networks of children who use augmentative and alternative communication (AAC). Method: The social contacts of 14 children who use AAC were analysed using the Social Network Inventory. The children’s cognitive, linguistic and Theory of Mind (ToM) ability were also assessed. Results: The social networks consisted of few children and many professionals. There was positive correlation between aspects of ToM ability and the number of peer acquaintances in the children’s social network. Conclusions: The children’s social networks were limited, which may lead to little practice in different social situations and with different social relations. A limited social network may lead to an underdeveloped ToM and the correlation between aspects of ToM and the configurations of the children’s social network support this notion.

Keyword
Social Networks, Theory of Mind, Augmentative and Alternative Communication
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-61119 (URN)
Available from: 2010-11-03 Created: 2010-11-03 Last updated: 2013-04-09
4. A Qualitative Analysis of E-mail Interaction of Children Who Use Augmentative and Alternative Communication
Open this publication in new window or tab >>A Qualitative Analysis of E-mail Interaction of Children Who Use Augmentative and Alternative Communication
2010 (English)In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 26, no 4, 255-266 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to introduce e-mail as a form of interaction for a group of six children who use augmentative and alternative communication. In a 12-week exploratory study aspects of the e-mail messages sent were analyzed. The content of the messages was analyzed by an inductive qualitative method and seven descriptive categories emerged. The most frequently occurring categories were labeled social etiquette, personal/family statistics and personal common ground. The children utilized different e-mail strategies that included more or less of the above mentioned categories. Through the e-mail writing practice, the children developed new social skills and increased their social participation. The e-mail practice showed a great potential to increase the children’s social network.

Place, publisher, year, edition, pages
London, UK: Informa Healthcare, 2010
Keyword
Blissymbolics, Computer, Interaction
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-61114 (URN)10.3109/07434618.2010.528796 (DOI)000284538600005 ()21091302 (PubMedID)
Available from: 2010-11-03 Created: 2010-11-03 Last updated: 2017-12-12Bibliographically approved

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Sundqvist, Annette (Anett)

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