Creating meaning through the coordination of gaze direction and arm/hand movement
DOI:
https://doi.org/10.1558/jircd.v5i1.63Keywords:
ascribed intention, gaze direction and hand/arm movement, intellectual disability, interaction, severe speech and severe physical impairmentAbstract
This study is an investigation of the practice of achieving shared understanding in Augmented and Alternative Communication (AAC) using natural modes. The interaction between a girl with severe speech and physical impairment (SSPI) and moderate intellectual disability and her everyday communication partners is explored. The aims are to investigate how the participants create meaning through the girl’s coordination of gaze direction and arm/hand movements and vocalizations, as they occur in natural interaction with everyday communication partners. e principles of conversation analysis (CA) were used to record, transcribe and analyse the interaction. The analysis demonstrates that the participants collaboratively create local meaning in and through the coordination of gaze and arm/hand movement. us, the speaking co-participants ascribe meaning to the girl’s actions of directing gaze and arm/hand movement at the same target. e analysis shows that the ascription of a specific meaning is context-specific. These findings highlight the importance of taking into account all interaction-relevant modalities and the relevance of systematic details in the micro-context of interaction when looking for processes of sensemaking. In addition, the role of the communication partner is emphasized. These findings may have implications for clinical intervention.
References
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Blau, A. F. (1986). Communication in the Back Channel: Social Structural Analyses of Nonspeech/Speech Conversations. New York: City University of New York.
Bloch, S. and Beeke, S. (2008). Co-constructed talk in the conversations of people with dysarthria and aphasia. Clinical Linguistics & Phonetics, 22 (12): 974–990. http://dx.doi.org/10.1080/02699200802394831
Brodin, J. (1991). Att Tolka Barns Signaler: Gravt utvecklingsstörda flerhandikappade barns lek och kommunikation (To interpret childrens' signals: Play and communication in profoundly mentally retarded and multiply handicapped children). Unpublished Doctoral Thesis, University of Stockholm, Stockholm.
Brouwer, C., Day, D., Ferm, U., Hougaard, A., Rasmussen, G. and Thunberg, G. (2011). Treating the actions of children as sensible: Investigating structures in interactions between children with disabilities and their parents. Journal of Interactional Research in Communication Disorders, 2 (2): 153–182.
Bruce, S. M. and Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 23 (4): 300–311. http://dx.doi.org/10.1080/07434610601179960
Clarke, M. (2004). Conversational interaction between children using communication aids and their peers. Unpublished PhD dissertation, University College London, London.
Clarke, M. and Wilkinson, R. (2007). Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use. Augmentative and Alternative Communication, 23 (4): 336–348. http://dx.doi.org/10.1080/07434610701390350
Collins, S. (1996). Referring expressions in conversations between aided and natural speakers. In S. von Tetzchner and M. Hygum Jensen (eds), Augmentative and Alternative Communication. European Perspectives, 89–100. London: Whurr.
Collins, S. and Marková, I. (1995). Complementarity in the construction of a problematic utterance in conversation. In I. Markovà, C. Graumann and K. Foppa (eds) Mutualities in Dialogue, 238–263. Cambridge: Cambridge University Press.
Coulter, J. (1979). The Social Construction of Mind. London: The Macmillan Press.
Coupe O’Kane, J. and Goldbart, J. (1998). Communication Before Speech. Development and Assessment. 2nd edition. London: David Fulton.
ELAN – Linguistic Annotator: version 4.0.0. Downloaded from: http://www.mpi.nl/tools/elan.html Retrieved 24 January 2011.
Finlay, W. M. L., Antaki, C. and Walton, C. (2007). On not being noticed: Intellectual disabilities and the nonvocal register. Intellectual and Developmental Disabilities, 45 (4): 227–245. http://dx.doi.org/10.1352/1934-9556(2007)45[227:ONBNID]2.0.CO;2
Goodwin, C. (1981). Conversational Organization. Interaction Between Speakers and Hearers. New York: Academic Press.
Goodwin, C. (1986). Gestures as a resource for the organization of mutual orientation. Semiotica, 62 (1/2): 29–49.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32 (10): 1489–1522. http://dx.doi.org/10.1016/S0378-2166(99)00096-X
Goodwin, C. (2000a). Gesture, aphasia, and interaction. In D. McNeill (Ed.), Language and Gesture, 84–98. Cambridge: Cambridge University Press.
Goodwin, C. (2002). Conversational frameworks for the accomplishment of meaning in aphasia. In C. Goodwin (ed.), Conversation and Brain Damage, 90–116. Oxford: Oxford University Press.
Granlund, M. and Olsson, C. (1999). Efficacy of communication intervention for pre-symbolic communicators. Augmentative and Alternative Communication, 15, 25–37. http://dx.doi.org/10.1080/07434619912331278545
Grove, N., Bunning, K., Porter, J. and Olsson, C. (1999). See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 12 (3): 190–203. http://dx.doi.org/10.1111/j.1468-3148.1999.tb00076.x
Heath, C. (1986). Body Movement and Speech in Medical Interaction. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511628221
Heritage, J. (1984). Garfinkel and Ethnomethodology. Oxford: Polity Press.
Higginbotham, J. (2009). In-person interaction in AAC: New perspectives on utterances, multimodality, timing, and on device design. Perspectives on Augmentative and Alternative Communication 18 (4): 110–160. http://dx.doi.org/10.1044/aac18.4.154
Hostyn, I., Daelman, M., Janssen, M. J. and Maes, B. (2010). Describing dialogue between persons with profound intellectual and multiple disabilities and direct support staff using the scale for dialogical meaning making. Journal of Intellectual Disability Research, 54 (8): 679–690. http://dx.doi.org/10.1111/j.1365-2788.2010.01292.x
Hostyn, I., Neerinckx, H. and Maes, B. (2011). Attentional processes in interactions between people with profound intellectual and multiple disabilities and direct support staff. Research in Developmental Disabilities, 32 (2): 491–503. http://dx.doi.org/10.1016/j.ridd. 2010.12.034
Hutchby I. and Wooffitt, R. (2008). Conversation Analysis (2nd edn). Cambridge: Polity Press.
Iacono, T., Carter, M. and Hook, J. (1998). Identification of intentional communication in students with severe and multiple disabilities. Augmentative and Alternative Communication, 14 (2): 102–114. http://dx.doi.org/10.1080/07434619812331278246
Jefferson, G. (1972). Side sequences. In D. Sudnow (ed.), Studies in Social Interaction. New York: The Free Press.
Kendon, A. (1967). Some functions of gaze-direction in social interaction. Acta Psychologica, 26 (1): 22–63. http://dx.doi.org/10.1016/0001-6918(67)90005-4
Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.
Kraat, A. W. (1985). Communication interaction between aided and natural speakers. A State of the Art Report. Toronto: Canadian Rehabilitation Council for the disabled.
Light, J., Collier, B. and Parnes, P. (1985b). Communicative interaction between young non-speaking physically disabled children and their primary caregivers: Part II – Communicative function. AAC – Augmentative and Alternative Communication, 1 (3): 98–107. http://dx.doi.org/10.1080/07434618512331273591
Laakso, M. and Klippi, A. (1999). A closer look at the ‘hint and guess’ sequences in aphasic conversation. Aphasiology, 13 (4/5): 345–363. http://dx.doi.org/10.1080/026870399402136
Light, J., Collier, B. and Parnes, P. (1985a). Communicative interaction between young non-speaking physically disabled children and their primary caregivers: Part I – Discourse patterns. AAC – Augmentative and Alternative Communication, 2, 74–83. http://dx.doi.org/10.1080/07434618512331273561
Light, J., Collier, B. and Parnes, P. (1985b). Communicative interaction between young non-speaking physically disabled children and their primary caregivers: Part II – Communicative function. AAC – Augmentative and Alternative Communication, 3: 98–107. http://dx.doi.org/10.1080/07434618512331273591
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Howard University Press.
MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk (3rd Edn). New York: Taylor & Francis.
McNaughton, S. (1985). Communicating with Blissymbolics. Toronto: Blissymbolics Communication Institute.
Mondada, L. (2006). Participants’ online analysis and multimodal practices: Projecting the end of the turn and the closing of the sequence. Discourse Studies, 8 (1): 117–129. http://dx.doi.org/10.1177/1461445606059561
Ochs, E., Schegloff, E. and Thompson, S. (1996). Interaction and Grammar. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620874
Olsson, C. (2004) Dyadic interaction with a child with multiple disabilities: A system theory perspective on communication. Augmentative and Alternative Communication, 20: 228–242. http://dx.doi.org/10.1080/07434610400005622
Olsson, C. and Granlund, M. (2003). Presymbolic Communication Intervention. In R. W. Schlosser (ed.) The Efficacy of Augmentative and Alternative Communication: Toward Evidence-based Practice. San Diego, CA: Academic Press.
Perkins, M. (2007). Pragmatic Impairment. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511486555
Pennington, L., Marshall, J. and Goldbart, J. (2007). Describing participants in AAC research and their communicative environments: Guidelines for research and practice. Disability and Rehabilitation, 27 (7): 521–535. http://dx.doi.org/10.1080/09638280600902794
Rasmussen, G. (2010). ‘Going mental’ – The risks of assessment activities (in teenage talk). Discourse Studies, 12: 739–761. http://dx.doi.org/10.1177/1461445610381863
Robillard, A. B. (1999). Meaning of a Disability: The Lived Experience of Paralysis. Philadelphia, PA: Temple University Press.
Roid, G. and Miller, L. (2004). Leiter International Performance Scale – Revised VL. Oslo: Hogrefe Psykologiförlaget.
Roid, G. and Sampers, J. (2004). Merill Palmer – Revised Scales of Development. Oslo: Hogrefe Psykologiförlaget.
Sacks, H., Schegloff, E. and Jefferson, G. (1974) A simplest systematics for the organization of turntaking for conversation. Language 50 (4): 696–735. http://dx.doi.org/10. 2307/412243
Schegloff, E. A. (1996). Turn organization: One intersection of grammar and interaction. In E. Ochs, E. A. Schegloff and S. Thompson (eds), Interaction and Grammar, 52–133. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO97 80511620874.002
Schegloff, E. (1998). Body torque. Social Research, 65 (3): 535–596.
Sigurd Pilesjö, M. (2012). Organizational patterns of interaction between children with severe speech and physical impairment and their everyday communication partners. Ph.D. Dissertation, University of Southern Denmark, Odense.
Sigurd Pilesjö, M. and Rasmussen, G. (2011). Exploring interaction between a non-speaking boy using aided augmentative and alternative communication and his every-day communication partners: Features of turn organization and turn design Journal of Interactional Research in Communication Disorders, 2 (2): 183–213.
Sigurd Pilesjö, M. (in press). On the Use of bodily action and vocalizations as resources and methods when claiming and completing turns in aided interaction. In N. Norén, C. Samuelsson and C. Plejert (eds), Aided Communication in Dialogical Perspectives. Augmentative and Alternative Communication as Action and Participation within Embodied Social Worlds. Albury: J&R Press Ltd.
Snell, M. (2002). Using dynamic assessment with learners who communicate nonsymbolically. AAC – Augmentative and Alternative Communication, 18 (3): 163–176. http://dx.doi.org/10.1080/07434610212331281251
Stamp, G. H. and Knapp, M. L. (1990). The construct of intent in interpersonal communication. The Quarterly Journal of Speech, 76: 282–299. http://dx.doi.org/10.1080/003 35639009383920
Streeck, J. and Hartge, U. (1992). Previews: Gestures at the transition place. In A. d. L. P. Auer (ed.), The Contextualization of Language, 135–157. Amsterdam and Philadelphia, PA: John Benjamins.
Streeck, J. (1993). Gesture as communication I: Its coordination with Gaze and Speech. Communication Monographs, 60: 275–299. http://dx.doi.org/10.1080/03637759309376314
Streeck, J. (2003). The body taken for granted: Lingering dualism in research on social interaction. In P. Glenn, Le Baron, C. and Mandelbaum, J. (eds), Studies in Language and Social Interaction. Studies in Language and Social Interaction: In Honor of Robert Hopper, 427–440. Mahwah, NJ: Lawrence Erlbaum.
Streeck, J. (2009). Gesturecraft. The Manufacture of Meaning. Amsterdam and Philadelphia: John Benjamins Publishing Company. http://dx.doi.org/10.1075/gs.2
Tucker, P. and Kretschmer, R. (1999). How adult beliefs shape the speech communities of a child who has multiple disabilities. Mental Retardation, 37 (5): 395–406. http://dx.doi.org/10.1352/0047-6765(1999)037<0395:HABSTS>2.0.CO;2
von Tetzchner, S., Grove, N., Loncke, F., Barnett, S., Woll, B. and Clibbens, J. (1996). Preliminaries to a comprehensive model of augmentative and alternative communication. In S., von Tetzchner and M. Hygum Jensen (eds), Augmentative and Alternative Communication: European Perspectives, 19–36). London: Whurr Publishers Ltd.
Wechsler, D. (2003). WISC-IV, Wechsler Intelligence Scale for Children – fourth edition: Oxford: Pearson.
Blau, A. F. (1986). Communication in the Back Channel: Social Structural Analyses of Nonspeech/Speech Conversations. New York: City University of New York.
Bloch, S. and Beeke, S. (2008). Co-constructed talk in the conversations of people with dysarthria and aphasia. Clinical Linguistics & Phonetics, 22 (12): 974–990. http://dx.doi.org/10.1080/02699200802394831
Brodin, J. (1991). Att Tolka Barns Signaler: Gravt utvecklingsstörda flerhandikappade barns lek och kommunikation (To interpret childrens' signals: Play and communication in profoundly mentally retarded and multiply handicapped children). Unpublished Doctoral Thesis, University of Stockholm, Stockholm.
Brouwer, C., Day, D., Ferm, U., Hougaard, A., Rasmussen, G. and Thunberg, G. (2011). Treating the actions of children as sensible: Investigating structures in interactions between children with disabilities and their parents. Journal of Interactional Research in Communication Disorders, 2 (2): 153–182.
Bruce, S. M. and Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 23 (4): 300–311. http://dx.doi.org/10.1080/07434610601179960
Clarke, M. (2004). Conversational interaction between children using communication aids and their peers. Unpublished PhD dissertation, University College London, London.
Clarke, M. and Wilkinson, R. (2007). Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use. Augmentative and Alternative Communication, 23 (4): 336–348. http://dx.doi.org/10.1080/07434610701390350
Collins, S. (1996). Referring expressions in conversations between aided and natural speakers. In S. von Tetzchner and M. Hygum Jensen (eds), Augmentative and Alternative Communication. European Perspectives, 89–100. London: Whurr.
Collins, S. and Marková, I. (1995). Complementarity in the construction of a problematic utterance in conversation. In I. Markovà, C. Graumann and K. Foppa (eds) Mutualities in Dialogue, 238–263. Cambridge: Cambridge University Press.
Coulter, J. (1979). The Social Construction of Mind. London: The Macmillan Press.
Coupe O’Kane, J. and Goldbart, J. (1998). Communication Before Speech. Development and Assessment. 2nd edition. London: David Fulton.
ELAN – Linguistic Annotator: version 4.0.0. Downloaded from: http://www.mpi.nl/tools/elan.html Retrieved 24 January 2011.
Finlay, W. M. L., Antaki, C. and Walton, C. (2007). On not being noticed: Intellectual disabilities and the nonvocal register. Intellectual and Developmental Disabilities, 45 (4): 227–245. http://dx.doi.org/10.1352/1934-9556(2007)45[227:ONBNID]2.0.CO;2
Goodwin, C. (1981). Conversational Organization. Interaction Between Speakers and Hearers. New York: Academic Press.
Goodwin, C. (1986). Gestures as a resource for the organization of mutual orientation. Semiotica, 62 (1/2): 29–49.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32 (10): 1489–1522. http://dx.doi.org/10.1016/S0378-2166(99)00096-X
Goodwin, C. (2000a). Gesture, aphasia, and interaction. In D. McNeill (Ed.), Language and Gesture, 84–98. Cambridge: Cambridge University Press.
Goodwin, C. (2002). Conversational frameworks for the accomplishment of meaning in aphasia. In C. Goodwin (ed.), Conversation and Brain Damage, 90–116. Oxford: Oxford University Press.
Granlund, M. and Olsson, C. (1999). Efficacy of communication intervention for pre-symbolic communicators. Augmentative and Alternative Communication, 15, 25–37. http://dx.doi.org/10.1080/07434619912331278545
Grove, N., Bunning, K., Porter, J. and Olsson, C. (1999). See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 12 (3): 190–203. http://dx.doi.org/10.1111/j.1468-3148.1999.tb00076.x
Heath, C. (1986). Body Movement and Speech in Medical Interaction. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511628221
Heritage, J. (1984). Garfinkel and Ethnomethodology. Oxford: Polity Press.
Higginbotham, J. (2009). In-person interaction in AAC: New perspectives on utterances, multimodality, timing, and on device design. Perspectives on Augmentative and Alternative Communication 18 (4): 110–160. http://dx.doi.org/10.1044/aac18.4.154
Hostyn, I., Daelman, M., Janssen, M. J. and Maes, B. (2010). Describing dialogue between persons with profound intellectual and multiple disabilities and direct support staff using the scale for dialogical meaning making. Journal of Intellectual Disability Research, 54 (8): 679–690. http://dx.doi.org/10.1111/j.1365-2788.2010.01292.x
Hostyn, I., Neerinckx, H. and Maes, B. (2011). Attentional processes in interactions between people with profound intellectual and multiple disabilities and direct support staff. Research in Developmental Disabilities, 32 (2): 491–503. http://dx.doi.org/10.1016/j.ridd. 2010.12.034
Hutchby I. and Wooffitt, R. (2008). Conversation Analysis (2nd edn). Cambridge: Polity Press.
Iacono, T., Carter, M. and Hook, J. (1998). Identification of intentional communication in students with severe and multiple disabilities. Augmentative and Alternative Communication, 14 (2): 102–114. http://dx.doi.org/10.1080/07434619812331278246
Jefferson, G. (1972). Side sequences. In D. Sudnow (ed.), Studies in Social Interaction. New York: The Free Press.
Kendon, A. (1967). Some functions of gaze-direction in social interaction. Acta Psychologica, 26 (1): 22–63. http://dx.doi.org/10.1016/0001-6918(67)90005-4
Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.
Kraat, A. W. (1985). Communication interaction between aided and natural speakers. A State of the Art Report. Toronto: Canadian Rehabilitation Council for the disabled.
Light, J., Collier, B. and Parnes, P. (1985b). Communicative interaction between young non-speaking physically disabled children and their primary caregivers: Part II – Communicative function. AAC – Augmentative and Alternative Communication, 1 (3): 98–107. http://dx.doi.org/10.1080/07434618512331273591
Laakso, M. and Klippi, A. (1999). A closer look at the ‘hint and guess’ sequences in aphasic conversation. Aphasiology, 13 (4/5): 345–363. http://dx.doi.org/10.1080/026870399402136
Light, J., Collier, B. and Parnes, P. (1985a). Communicative interaction between young non-speaking physically disabled children and their primary caregivers: Part I – Discourse patterns. AAC – Augmentative and Alternative Communication, 2, 74–83. http://dx.doi.org/10.1080/07434618512331273561
Light, J., Collier, B. and Parnes, P. (1985b). Communicative interaction between young non-speaking physically disabled children and their primary caregivers: Part II – Communicative function. AAC – Augmentative and Alternative Communication, 3: 98–107. http://dx.doi.org/10.1080/07434618512331273591
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Howard University Press.
MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk (3rd Edn). New York: Taylor & Francis.
McNaughton, S. (1985). Communicating with Blissymbolics. Toronto: Blissymbolics Communication Institute.
Mondada, L. (2006). Participants’ online analysis and multimodal practices: Projecting the end of the turn and the closing of the sequence. Discourse Studies, 8 (1): 117–129. http://dx.doi.org/10.1177/1461445606059561
Ochs, E., Schegloff, E. and Thompson, S. (1996). Interaction and Grammar. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620874
Olsson, C. (2004) Dyadic interaction with a child with multiple disabilities: A system theory perspective on communication. Augmentative and Alternative Communication, 20: 228–242. http://dx.doi.org/10.1080/07434610400005622
Olsson, C. and Granlund, M. (2003). Presymbolic Communication Intervention. In R. W. Schlosser (ed.) The Efficacy of Augmentative and Alternative Communication: Toward Evidence-based Practice. San Diego, CA: Academic Press.
Perkins, M. (2007). Pragmatic Impairment. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511486555
Pennington, L., Marshall, J. and Goldbart, J. (2007). Describing participants in AAC research and their communicative environments: Guidelines for research and practice. Disability and Rehabilitation, 27 (7): 521–535. http://dx.doi.org/10.1080/09638280600902794
Rasmussen, G. (2010). ‘Going mental’ – The risks of assessment activities (in teenage talk). Discourse Studies, 12: 739–761. http://dx.doi.org/10.1177/1461445610381863
Robillard, A. B. (1999). Meaning of a Disability: The Lived Experience of Paralysis. Philadelphia, PA: Temple University Press.
Roid, G. and Miller, L. (2004). Leiter International Performance Scale – Revised VL. Oslo: Hogrefe Psykologiförlaget.
Roid, G. and Sampers, J. (2004). Merill Palmer – Revised Scales of Development. Oslo: Hogrefe Psykologiförlaget.
Sacks, H., Schegloff, E. and Jefferson, G. (1974) A simplest systematics for the organization of turntaking for conversation. Language 50 (4): 696–735. http://dx.doi.org/10. 2307/412243
Schegloff, E. A. (1996). Turn organization: One intersection of grammar and interaction. In E. Ochs, E. A. Schegloff and S. Thompson (eds), Interaction and Grammar, 52–133. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO97 80511620874.002
Schegloff, E. (1998). Body torque. Social Research, 65 (3): 535–596.
Sigurd Pilesjö, M. (2012). Organizational patterns of interaction between children with severe speech and physical impairment and their everyday communication partners. Ph.D. Dissertation, University of Southern Denmark, Odense.
Sigurd Pilesjö, M. and Rasmussen, G. (2011). Exploring interaction between a non-speaking boy using aided augmentative and alternative communication and his every-day communication partners: Features of turn organization and turn design Journal of Interactional Research in Communication Disorders, 2 (2): 183–213.
Sigurd Pilesjö, M. (in press). On the Use of bodily action and vocalizations as resources and methods when claiming and completing turns in aided interaction. In N. Norén, C. Samuelsson and C. Plejert (eds), Aided Communication in Dialogical Perspectives. Augmentative and Alternative Communication as Action and Participation within Embodied Social Worlds. Albury: J&R Press Ltd.
Snell, M. (2002). Using dynamic assessment with learners who communicate nonsymbolically. AAC – Augmentative and Alternative Communication, 18 (3): 163–176. http://dx.doi.org/10.1080/07434610212331281251
Stamp, G. H. and Knapp, M. L. (1990). The construct of intent in interpersonal communication. The Quarterly Journal of Speech, 76: 282–299. http://dx.doi.org/10.1080/003 35639009383920
Streeck, J. and Hartge, U. (1992). Previews: Gestures at the transition place. In A. d. L. P. Auer (ed.), The Contextualization of Language, 135–157. Amsterdam and Philadelphia, PA: John Benjamins.
Streeck, J. (1993). Gesture as communication I: Its coordination with Gaze and Speech. Communication Monographs, 60: 275–299. http://dx.doi.org/10.1080/03637759309376314
Streeck, J. (2003). The body taken for granted: Lingering dualism in research on social interaction. In P. Glenn, Le Baron, C. and Mandelbaum, J. (eds), Studies in Language and Social Interaction. Studies in Language and Social Interaction: In Honor of Robert Hopper, 427–440. Mahwah, NJ: Lawrence Erlbaum.
Streeck, J. (2009). Gesturecraft. The Manufacture of Meaning. Amsterdam and Philadelphia: John Benjamins Publishing Company. http://dx.doi.org/10.1075/gs.2
Tucker, P. and Kretschmer, R. (1999). How adult beliefs shape the speech communities of a child who has multiple disabilities. Mental Retardation, 37 (5): 395–406. http://dx.doi.org/10.1352/0047-6765(1999)037<0395:HABSTS>2.0.CO;2
von Tetzchner, S., Grove, N., Loncke, F., Barnett, S., Woll, B. and Clibbens, J. (1996). Preliminaries to a comprehensive model of augmentative and alternative communication. In S., von Tetzchner and M. Hygum Jensen (eds), Augmentative and Alternative Communication: European Perspectives, 19–36). London: Whurr Publishers Ltd.
Wechsler, D. (2003). WISC-IV, Wechsler Intelligence Scale for Children – fourth edition: Oxford: Pearson.
Published
2014-03-29
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Articles
How to Cite
Pilesjö, M. (2014). Creating meaning through the coordination of gaze direction and arm/hand movement. Journal of Interactional Research in Communication Disorders, 5(1), 63-96. https://doi.org/10.1558/jircd.v5i1.63
