The Role of Active Participation in Interaction for Children Who Use Augmentative and Alternative Communication

Authors

  • Annette Sophie Sundqvist The Swedish Institute for Disability Research
  • Charlotta Plejert Department of Culture and Communication, Linköping University
  • Jerker Rönnberg The Swedish Institute for Disability Research

DOI:

https://doi.org/10.1558/cam.v7i2.165

Keywords:

conversation analysis, augmentative and alternative communication, children, cerebral palsy, active participation, social interaction, intermediary interaction

Abstract

The present study investigates active participation of three children with complex communication needs who use augmentative and alternative communication (AAC). Active participation in social interaction is an important factor for children’s cognitive development and the advancement of linguistic and social skills. The aim of the study was to identify components in interaction in everyday school settings that manifested themselves as active participation for the children. Three different settings were analyzed for each child: interaction with a peer, a lecture situation with an adult, and a formalized role-play situation. The study identified a number of practices which induce active participation of the child who uses AAC. Practices that are conducive for active participation include relinquishing time and space for the child who uses AAC to be in control of the interaction. It entails to actively invite the child who uses AAC, or other children to be involved in the interaction. Another important practice is to ensure that the communicative parties share common communicative goals. Communication partners’ abilities to balance and counterbalance the necessity to follow, share or sometimes inhibit a need to shape communicative projects initiated by the child, are crucial to achieve participation and engagement of the child in interaction.

Author Biographies

  • Annette Sophie Sundqvist, The Swedish Institute for Disability Research
    Anett Sundqvist, MA, SLP, is a doctoral student at the Swedish Institute for Disability Research, Department of Behavioural Sciences and Learning, Linköping University. Her current interests include social cognition in children with complex communication needs. Address for correspondence: Department of Behavioural Sciences and Learning, Linköping University, 581 83 Linköping, Sweden. E-mail: [email protected]
  • Charlotta Plejert, Department of Culture and Communication, Linköping University
    Charlotta Plejert received her PhD in English and Linguistics from Linköping University, Sweden and is currently Senior Lecturer at the Department of Culture and Communication at the same university. Her research interests include conversation analysis, second language acquisition, and communicative disabilities in children and adults. Address for correspondence: Department of Culture and Communication, Linköping University, 581 83 Linköping, Sweden. E-mail: [email protected]
  • Jerker Rönnberg, The Swedish Institute for Disability Research
    Jerker Rönnberg, PhD, is a professor of psychology at the Department of Behavioural Sciences and Learning, Linköping University and the director of Linnaeus Centre HEAD and the Swedish Institute for Disability Research at Linköping and Örebro Universities. His current research includes cognitive aspects of communicative disability. Address for correspondence: Department of Behavioural Sciences and Learning, Linköping University, 581 83 Linköping, Sweden. E-mail: [email protected]

Published

2011-04-01

Issue

Section

Articles

How to Cite

Sundqvist, A. S., Plejert, C., & Rönnberg, J. (2011). The Role of Active Participation in Interaction for Children Who Use Augmentative and Alternative Communication. Communication and Medicine, 7(2), 165-175. https://doi.org/10.1558/cam.v7i2.165