Recast type, repair, and acquisition in AAC mediated interaction

Soto, Gloria; Clarke, Michael; Nelson, Keith E.; Starowicz, Renee; Savaldi-Harussi, Gat

doi:10.1017/s0305000919000436

Cited by 12 publications

(12 citation statements)

References 32 publications

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“…When comparing the findings of the current study with the study by Soto, Clarke, Nelson, Starowicz, and Savaldi-Harussi (2019), a few similarities are found. In our study, two children did repairs after a reformulation (excerpts 3 and 5), and in the study by Soto and colleagues the children carried out repairs more frequently when they were prompted to do so, that is, when the communication partner pointed at the target linguistic item on the device.…”

Section: Discussionsupporting

confidence: 56%

“…The practice constructs a local sequential context for joint focus on a particular word in the child's previous turn. With a focus on AAC interaction rather than on AAC modeling or AAC use, these aspects of the practice could work to support language acquisition (also see Nelson, 2017, andSoto, Clarke, Nelson, Starowicz, andSavaldi-Harussi, 2019, for similar ideas).…”

Section: Discussionmentioning

confidence: 99%

“…In a recent study of different types of recasts in the field of AAC, Soto, Clarke, Nelson, Starowicz, and Savaldi-Harussi (2019) studied the effects of conversation-based intervention and the relationship between type of recast, child repair, and the spontaneous use of linguistic targets by the child. They classified recasts into two groups: (1) recast followed by a prompt to repair and (2) recast alone.…”

Section: Previous Work On the Effects Of Facilitators' Use Of Aided Meansmentioning

confidence: 99%

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Facilitators’ use of a communication device following children's aided turns in everyday interaction

Pilesjö

2021

Journal of Interactional Research in Communication Disorders

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This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.

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Section: Discussionsupporting

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Section: Previous Work On the Effects Of Facilitators' Use Of Aided Meansmentioning

confidence: 99%

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Facilitators’ use of a communication device following children's aided turns in everyday interaction

Pilesjö

2021

Journal of Interactional Research in Communication Disorders

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“…More than half of the responses from the kindergarten-age group did not follow English constituent order; moreover, although the older group performed better than the young group, their results still showed significant differences in English constituent order between verbal and graphic symbol responses. However, it is important to note that recent studies focusing on improving the language outcome of children who use AAC have shown that children with severe speech disorders who received adequate training based on appropriate intervention techniques can easily learn to produced SVO structures and rule-based messages via graphic symbols ( Binger et al, 2017 , 2020 ; Soto et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures

Savaldi-Harussi

Fostick

2021

Front. Psychol.

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The present study focuses on the impact of graphic symbols used in Augmentative and Alternative Communication (AAC) on clause construction. It is not yet well-understood to what extent communication produced via graphic symbols differs from verbal production. This study attempts shed light on the impact of the graphic symbol modality on message construction beyond individual differences, language knowledge, and language-specific patterns by providing a direct comparison between children’s verbal and graphic symbol production. Nineteen typically developing Hebrew-speaking children aged 4–5 years were presented with 16 short videos of actions and were asked to express what they saw verbally and by choosing among graphic symbols displayed on an iPad communication board. The 570 clauses produced by the children were coded and analyzed. A significant difference was found in favor of verbal speech across different syntactic structures in terms of utilization of the target lexicon, syntactic complexity, and expected target word order. These results are consistent with the existing literature for English. Implications for AAC practices are discussed, highlighting the notion that using graphic symbols to represent spoken language may not reflect actual linguistic knowledge and that adequate, explicit instruction is necessary for graphic representation of more complex linguistic structures.

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“…Examples of responsive partner strategies include providing time for responses, looking for potential communicative actions and responding accordingly [15,16]. Expansions and recasts may also be used which means that the communication partner responds and rewords the AAC user's communication at a slightly more complex level aiming at developing more complex language [17,18].…”

Section: Introductionmentioning

confidence: 99%

Aided language modelling, responsive communication and eye-gaze technology as communication intervention for adults with Rett syndrome: three experimental single case studies

Wandin

Lindberg

Sonnander

2021

Disability and Rehabilitation: Assistive Technology

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Purpose: To examine the effect of a communication intervention package on expressive communication and visual attention in individuals with Rett syndrome. Materials and methods: A modified withdrawal (A-B1-A1-B2-A2) single case experimental design with a direct inter-subject replication across three participants was applied. Three women with Rett syndrome participated. The study took place over a six-week period and comprised 32 sessions with each participant. All sessions were video recorded. During the intervention the communication partner used aided language modelling on a gaze-controlled device in combination with using responsive partner strategies. Expressive communication was assessed as synthesised words per minute and unique synthesised words per minute. Visual attention was assessed as rate of focused gazes (1 s or longer) in interaction.Results: An intervention effect was found on the rate of unique words for all participants. The rate of words increased for two participants when the intervention was introduced but no withdrawal effect could be seen. An intervention effect on visual attention could be seen for one participant. The intervention appeared to have social validity as reported by caregivers. Conclusion: Aided language modelling (ALM), while using responsive partner strategies and a gaze-controlled device may be used with adult individuals with Rett syndrome to increase their rate of expressive communication. Detailed observational measures revealed individual learning patterns, which may provide clinically valuable insights. ä IMPLICATIONS FOR REHABILITATIONAdults with Rett syndrome may benefit from access to gaze-controlled devices in combination with responsive partner strategies. Responsive partner communication may be effective for some individuals with Rett syndrome to increase their rate of synthesised utterances. Rate of focused gazes may be considered as an outcome measure for individuals with oculomotor difficulties when introducing aided language modelling.

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Recast type, repair, and acquisition in AAC mediated interaction

Cited by 12 publications

References 32 publications

Facilitators’ use of a communication device following children's aided turns in everyday interaction

Facilitators’ use of a communication device following children's aided turns in everyday interaction

Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures

Aided language modelling, responsive communication and eye-gaze technology as communication intervention for adults with Rett syndrome: three experimental single case studies

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