| 1. |
- Sundqvist, Annette (Anett), 1968-, et al.
(författare)
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A Qualitative Analysis of E-mail Interaction of Children Who Use Augmentative and Alternative Communication
- 2010
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Ingår i: Augmentative and Alternative Communication. - London, UK : Informa Healthcare. - 0743-4618 .- 1477-3848. ; 26:4, s. 255-266
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to introduce e-mail as a form of interaction for a group of six children who use augmentative and alternative communication. In a 12-week exploratory study aspects of the e-mail messages sent were analyzed. The content of the messages was analyzed by an inductive qualitative method and seven descriptive categories emerged. The most frequently occurring categories were labeled social etiquette, personal/family statistics and personal common ground. The children utilized different e-mail strategies that included more or less of the above mentioned categories. Through the e-mail writing practice, the children developed new social skills and increased their social participation. The e-mail practice showed a great potential to increase the children’s social network.
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| 2. |
- Sundqvist, Annette (Anett), 1968-
(författare)
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Knowing me, knowing you : Mentalization abilities of children who use augmentative and alternative communication
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis investigated several components important to the understanding of mentalization for children who use augmentative and alternative communication (AAC). The result of the thesis demonstrated that non-verbal mental age correlated significantly with mentalization tasks, and that the participants did not significantly differ compared to a nonverbal age-matched group of children without disabilities. Different expression of active participation, which is necessary to be able to display mentalization in dialogue, was observed in analysed interaction. The children’s social networks were limited and consisted of very few peers, thus limiting the possibilities of active participation. The number of peers in the children’s social networks correlated significantly with aspects of the children’s mentalization ability. Children who use AAC display their mentalization abilities independently in social interaction and through e-mail messages to peers. A wider construct that will have relevance to mentalization in ordinary situations is described encompassing several different abilities. The development of these abilities is dependent on the child’s capacity for adapting a cognitive flexibility when reflecting and theorizing on what is happening in a given situation. The development of mentalization is also dependent on a child’s close friendships, active participation in interaction, functional language ability, and varied social networks consisting of both peers and adults.
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| 3. |
- Sundqvist, Annette (Anett), 1968-, et al.
(författare)
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The Role of Active Participation in Interaction for Children Who Use Augmentative and Alternative Communication
- 2010
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Ingår i: Communication & Medicine. - : Walter de Gruyter GmbH. - 1612-1783 .- 1613-3625. ; 7:2, s. 165-175
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The present case-study investigates practices in interaction that manifest themselves as active participation for three Swedish children who use augmentative and alternative communication (AAC). Analyses are based on interaction data from three different settings, involving the children in dialogue with adults as well as peers. In-depth analysis of the data by means of Conversation Analysis revealed three practices inducive for active participation. The first one dealt with experiencing a sense of control, i.e. that the child who uses AAC was treated as a competent communicator, e.g. initiating topics and allocating turns etc. The second practice revealed the importance of coconstruction of communicative projects, and the possible negative effects of instances where adults attempted to impose an agenda on the children. Finally, analyses displayed different means by which participants could be included in the interaction, and the effects of such strategies. The study stresses the importance of communication partners’ abilities to balance and counterbalance the necessity to follow, share or sometimes inhibit a need to shape contributions to interaction, in order to enhance active participation for the child who uses AAC.
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