Co-Construction as a Facilitative Factor in Supporting the Personal Narratives of Children Who Use Augmentative and Alternative Communication

Autor/inn/en	Solomon-Rice, Patti; Soto, Gloria
Titel	Co-Construction as a Facilitative Factor in Supporting the Personal Narratives of Children Who Use Augmentative and Alternative Communication
Quelle	In: Communication Disorders Quarterly, 32 (2011) 2, S.70-82 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740109354776
Schlagwörter	Augmentative and Alternative Communication; Speech Language Pathology; Discourse Analysis; Personal Narratives; Communicative Competence (Languages); Children; Adults; Story Telling; Case Studies; Intervention; Prompting; Questioning Techniques; Repetition; Vocabulary; Grammar; Drills (Practice) + Suchen Sie Ihr Suchwort? Diskursanalyse; Erlebniserzählung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Child; Kind; Kinder; Case study; Fallstudie; Case Study; Benutzerführung; Befragungstechnik; Fragetechnik; Wiederholung; Wortschatz; Grammatik
Abstract	Adult co-construction with children who use augmentative and alternative communication (AAC) has been found to facilitate child communicative competence in general, but few studies have examined adult co-construction during the telling of personal narratives. This study explored the use of adult co-constructive strategies during personal storytelling with a child who used AAC. Case study discourse analysis methodology was utilized to analyze the types of co-construction strategies employed and the effectiveness of these co-construction strategies during an intervention session with a speech-language pathologist and a child who used AAC. The study concluded that use of child-centered co-construction strategies, including elicitation, question asking, prompts, positive praise, repetitions, and modeling of vocabulary and grammar, might be a facilitative factor in supporting the personal narratives of children who use AAC. Clinical implications for using child-centered co-construction during dyadic exchanges with children who use AAC are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10