Browsing by Subject "puhetta tukeva ja korvaava kommunikointi"
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(2015)Aim. In conversation mutual understanding is achieved through co-operation of each participant. Mutual understanding might be more at risk in conversation where one or more participants use augmentative and alternative communication (AAC). To be able to support people who use AAC and guide their communication partners, interventionists should understand how communication problems and challenges are being resolved in a natural conversation. The aim of this study is to describe how participants orient to problems in AAC conversation. Conversation partners' other-initiations of repair and the problems these initiations indicate are being studied. Method. The database consists of two videotaped conversations where one aided speaker, a 15-year-old boy with cerebral palsy, talks with a speech-language pathology student (conv 1) and with his speech-language pathologist (conv 2). The data was originally videotaped for speech therapy follow-up. Problems and how they were managed were studied using conversation analysis (CA) and one of its basic organizations, repair organization. CA enables detailed examination of natural interaction. Results and conclusions. Almost every other-initiation of repair fell upon the problems in aided speaker's turn and were initiated by conversation partners. These problems related broadly to speech understanding, more precisely to understandability of utterances. No problems of hearing were raised. Reasons underlying the trouble sources were most often conversation partner's difficulty in understanding the meaning of aided speaker's whole turn or part of a turn, extra words or other mistakes in selecting symbols, or vague reference. From all the conversation partners' other-initiations of repair interpretative means, candidate understandings, were used most often and the initiations of repair were at the same time pointing a problem and trying to resolve it. Interpretation seemed to be explicitly on display in both conversations. It was used to show understanding of AAC turn and to initiate repair. In order to be able to understand how to support AAC users' human agency and active participation in conversation, more research needs to be done on different conversations.
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(2016)Background and aims. The environment has a significant influence on a child's language acquisition. The interaction styles of the adults in a child's everyday environment influence also on a child's possibilities to have an active role in interaction. If a child's language develops atypically, the role of adults' interaction styles is even more significant. Adults often seem to dominate the interaction in dyads of adults and young children. This kind of asymmetry seems to be more persistent when children have atypical language development. AAC is one way to provide children with language disorders a way to communicate more equally and thus learn a more active role in interaction. The purpose of this study is to examine the interaction between a child with delayed language development and his close adults. Also the study observes the experiences of the AAC use in everyday life by a brief interview. Methods. A 2 years 7 months old child, Leo, participated this study. Leo's language development was delayed. Leo had received speech therapy intervention concentrating on the AAC use. The data of the study consists of face-to-face interaction situations between Leo and his mother, and Leo and his kindergarten teacher. Interaction situations were videotaped. Additionally the mother and the kindergarten teacher were interviewed. The interaction situations were analysed by counting the number of turns of each participant. Within turns the communication moves, communicative functions and the communication modes were analysed. Results and discussion. The results revealed that Leo was an active interaction partner using various communicative functions and modes of communication. The interaction between both dyads was quite symmetric. Leo made even a bit more initiations than his mother. However, the kindergarten teacher had a bit more dominant role in the interaction, having a bit more turns and initiations than Leo. The results of this study does not entirely support the results of previous studies in which adults were dominating the interaction in dyads of adults and young children. The one-to-one interaction situations of this study supported well reciprocal communication. Also the adults encouraged Leo to take an active role in the interaction. As being a case study the results cannot be generalised. There are relative few studies examining interaction of Finnish adult-child-dyads. More research is needed to examine general features as well as individual variation of the interaction between a child and their close adults.
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(2015)Objectives. Narrative means a way of report, understand and structure a lived experience. It is an important mean of self-expression and interaction and people use it to share information with each other. The ability to narrate appears when child becomes an active participant in fantasies, stories and actions related to himself. Children with speaking disabilities often use communication books or other equipment as an alternative or augmentative mean of communication. Their possibilities to narrate can be more limited than speaking children, due to several reasons. This study describes the characteristics of augmented narratives that are formed with communication books. This study also describes how the characteristics of narratives differ when the elicitation method is changed. Also the role of communication partner and communication aid is discussed. Methods. Study consists of two physically disabled 13 to 16-year old boys who used communication books as a alternative mean of their communication. The research material was gathered during the spring of 2014. The material consists of video recordings of examinees performing three kinds of narrative assignments. The video material was transcribed and analyzed quantitatively and qualitatively in the contexts set by the research questions. Results and conclusions. Macrostructure of the narratives produced by communication book varied. Most diverse narratives filled the characteristics of a perfect narrative whereas the most compact narratives mainly focused on describing individual events. The narratives were mainly short and use of grammatical function words was scarce. Expressions of cohesion was mainly scarce and monotonous as its best. Narratives of children communicating by AAC-means differ from ones of children developing normally and expressing themselves with speech especially on microstructures' behalf. These results support and complement previous research. Further research is important to achieve a sufficient perception of particularities of augmented narratives so that the communication aids can be developed to better support the language development and expressional needs of these children.
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