Difference between revisions of "Clarke2008"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Michael T. Clarke; Ray Wilkinson; | + | |Author(s)=Michael T. Clarke; Ray Wilkinson; |
|Title=Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA mediated turns | |Title=Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA mediated turns | ||
| − | |Tag(s)=EMCA; Conversation Analysis; Voice Output Communication Aids; Children; Peer Interaction; Children with disabilities; | + | |Tag(s)=EMCA; Conversation Analysis; Voice Output Communication Aids; Children; Peer Interaction; Children with disabilities; |
|Key=Clarke2008 | |Key=Clarke2008 | ||
|Year=2008 | |Year=2008 | ||
| Line 9: | Line 9: | ||
|Volume=24 | |Volume=24 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=3–15 |
| − | |URL= | + | |URL=https://www.tandfonline.com/doi/full/10.1080/07434610701390400 |
|DOI=10.1080/07434610701390400 | |DOI=10.1080/07434610701390400 | ||
| − | |Abstract=This paper is the second in a series of two that examine interactions between children with | + | |Abstract=This paper is the second in a series of two that examine interactions between children with cerebral palsy who have complex communication needs and use voice output communication aids (VOCAs) and their naturally speaking peers. The current study expands on the analysis from the companion paper by exploring how problems emerge for naturally speaking children in understanding initiated VOCA-mediated turns. Conversation Analysis (CA) is used as a method for exploring the children's practices in organizing conversations into two dyads. The relationship between the sequential organization of the children's talk and the understanding of initiated VOCA-mediated turns is emphasized. Implications for clinical intervention are discussed. |
| − | cerebral palsy who have complex communication needs and use voice output communication | ||
| − | aids (VOCAs) and their naturally speaking peers. The current study expands on the analysis | ||
| − | from the companion paper by exploring how problems emerge for naturally speaking | ||
| − | children in understanding initiated VOCA-mediated turns. Conversation Analysis (CA) is | ||
| − | used as a method for exploring the | ||
| − | dyads. The relationship between the sequential organization of the | ||
| − | understanding of initiated VOCA-mediated turns is emphasized. Implications for clinical | ||
| − | intervention are discussed. | ||
}} | }} | ||
Latest revision as of 01:20, 21 November 2019
| Clarke2008 | |
|---|---|
| BibType | ARTICLE |
| Key | Clarke2008 |
| Author(s) | Michael T. Clarke, Ray Wilkinson |
| Title | Interaction between children with cerebral palsy and their peers 2: Understanding initiated VOCA mediated turns |
| Editor(s) | |
| Tag(s) | EMCA, Conversation Analysis, Voice Output Communication Aids, Children, Peer Interaction, Children with disabilities |
| Publisher | |
| Year | 2008 |
| Language | |
| City | |
| Month | |
| Journal | Augmentative and Alternative Communication |
| Volume | 24 |
| Number | 1 |
| Pages | 3–15 |
| URL | Link |
| DOI | 10.1080/07434610701390400 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper is the second in a series of two that examine interactions between children with cerebral palsy who have complex communication needs and use voice output communication aids (VOCAs) and their naturally speaking peers. The current study expands on the analysis from the companion paper by exploring how problems emerge for naturally speaking children in understanding initiated VOCA-mediated turns. Conversation Analysis (CA) is used as a method for exploring the children's practices in organizing conversations into two dyads. The relationship between the sequential organization of the children's talk and the understanding of initiated VOCA-mediated turns is emphasized. Implications for clinical intervention are discussed.
Notes
