Communication aid mediated contributions in children's peer interactions

Using the principles and practices of Conversation Analysis (CA) this presentation will provide an examination of voice output communication aid (VOCA) use in conversations involving children with Cerebral Palsy and speaking peers. The primary themes concern how VOCA use is incorporated into children’s peer interaction, and how problems emerge for naturally speaking children in understanding initiated VOCA mediated turns. The relationship between the sequential organization of the children’s talk and the understanding of initiated VOCA mediated turns is highlighted.

Recent publications include:
Clarke, M. T., Wilkinson, R. (2010). Communication aid use in children's conversation: Time, timing and speaker transfer. In Gardner, H., Forrester, M. (Eds.). Analysing interaction in childhood: Insights from conversation analysis ( pp.249-266). London: Wiley;

Griffiths, T., Clarke, M. T., Petrides, K. V., Newton, C., Price, K., Lysley, A. (2010). Exploring Multiple Factors Affecting Participation Outcomes for Children with Communication Aids. Communication Matters 24(2), 29-31;
Murray, J., Clarke, M. T., Hazel, G. (2010). Communication is more than just speech. Special Educational Needs 47, 38-39;

Clarke, M. T., Wilkinson, R. (2007). Interaction between Children with Cerebral Palsy and their Peers 1: Organising and Understanding VOCA use. Augmentative and Alternative Communication 23(4), 336-348