Turn-taking and communication modes of students and staff in group activities at non-inclusive schools for students with intellectual disability

Figures & data

Table 1. Student Characteristics Provided by Caregivers

Characteristics	Total (n = 33)
Age
Mean (years;months)	8;8
Range	6;0–12;10
SD	1.78
Sex (n)
Female	12
Male	20
Not reported	1
Curriculum^a
Students with mild to moderate intellectual disability	5
Students with severe intellectual disability	25
Not reported	3
Additional diagnosis
Autism spectrum disorder	18
Chromosomal conditions	10
Epilepsy	3
Cerebral Palsy	1
Other diagnosis^b	7
Language at home
Exclusively Swedish	16
Exclusively other languages	9
Swedish and another language	7
Not reported	2

Note: ^aEnrollment based on a social, pedagogical, medical, and psychological investigation. ^bDysarthria, ataxia, dyspraxia, ADHD, hydrocephalus, or cleft lip and palate.

Table 2. Student Communication Characteristics (n = 33) Reported by Staff Members Using the CSI-CY Inventory

Subsections and items from the CSI-CY inventory	Number of Don’t know ratings	Number of Not applicable ratings	Scale grading 1–6^a
			Total (n)	Mdn	Range	SD
Receptive language
Comprehending the meaning of single spoken words	1	0	32	5	2–5	.90
Comprehending the meaning of 2–3 spoken word phrases	1	0	32	5	2–5	1.15
Comprehending the meaning of spoken sentences	1	0	32	4	1–5	1.29
Comprehending the meaning of a spoken narrative	5	0	28	3	1–5	1.56
Expressive language
Using single spoken words to communicate (includes word approximations)	0	0	33	4	1–5	1.70
Combining spoken words into 2–3 word phrases	0	0	33	2	1–5	1.71
Using sentences with appropriate syntax in spoken communication	0	0	33	1	1–5	1.45
Combining sentences to convey a cohesive topic in spoken communication	0	0	33	1	1–5	1.40
AAC: Receptive strategies
Comprehending 3-dimensional objects/representations used to communicate	1	12	20	5	1–5	1.43
Comprehending the meaning of drawings and photographs used to communicate	1	0	32	4	1–5	1.37
Comprehending the meaning of manual sign language	5	5	23	4	1–5	1.49
Comprehending the meaning of AAC signs/symbols	3	0	30	5	1–5	1.36
AAC: Expressive strategies
Using 3-dimensional objects/representations to communicate	0	17	16	7	1–5	1.83
Using drawings, pictures, or photographs to communicate	1	9	23	5	1–5	1.90
Using manual sign language to communicate	0	7	26	2	1–5	1.62
Using single AAC signs/symbols to communicate	0	5	28	3	1–5	1.71

Note: ^a1: (Complete limitation), 2: (Severe limitation), 3: (Moderate limitation), 4: (Mild limitation), 5: (No limitation), 6: (Skills above average peer).

Table 3. Self-reported Staff Characteristics

Characteristics	Teachers (n = 11)	Support staff (n = 17)	Personal assistants^a (n = 2)	Total (n = 30)
Age
Mean (years;months)	44;0	37;2	27;7	39;0
SD	11.49	11.67	0.58	12.03
Sex
Female	100% (11)	88% (15)	50% (1)	90% (27)
Male	0% (0)	12% (2)	50% (1)	10% (3)
Education
University	91% (10)	59% (10)	50% (1)	70% (21)
Post-secondary	0% (0)	12% (2)	0% (0)	7% (2)
Secondary	0% (0)	18% (3)	50% (1)	13% (4)
Not reported	9% (1)	12% (2)	0% (0)	10% (3)
Experience in working with students with intellectual disability
Mean (years;months)	3;3	3;3	0;3	3;2
SD	2.93	4.20	0.21	3.71
AAC: Education
Manual signs	55% (6)	24% (4)	50% (1)	37% (11)
Picture-based AAC	9% (1)	12% (2)	0% (0)	13% (4)
Specific AAC software/app/device	18% (2)	6% (1)	0% (0)	10% (3)
General AAC education	45% (5)	18% (3)	0% (0)	27% (8)
None	18% (2)	41% (7)	50% (1)	33% (10)
AAC: Practical experience
Manual signs	55% (6)	41% (7)	50% (1)	47% (14)
Picture-based AAC	82% (9)	59% (10)	50% (1)	67% (20)
AAC devices used in the classroom	36% (4)	0% (0)	0% (0)	13% (4)
Student-specific AAC systems	18% (2)	12% (2)	0% (0)	13% (4)
None	9% (1)	18% (3)	50% (1)	17% (5)

Note: ^aEmployed by assistance provider, not by the school.

Table 4. Coding Scheme

Code	Description
Turn-taking contributions
Expressive contributions (Communication mode code required)
Initiation	Introducing a new topic or directing to a new partner (either student or staff) using a mode defined by communication mode codes.
Response	Reacting to someone else’s (either student or staff) intentional or non-intentional move using a mode defined by communication mode codes.
Non-expressive contributions (Communication mode codes not applicable)
Attentive	Orienting toward or looking at the communication partner/object in focus of an interaction/activity.
Distracted	Not oriented toward or looking at the communication partner/object in focus of an interaction/activity. Include all staff-to-staff interactions.
Other contributions (Communication mode codes not applicable)
Alone	Physically located at a distance from another person and not oriented toward or looking at the communication partner/object in focus of the activity.
Not visible	Not seen in the video.
Communication modes (Coded within expressive contribution durations)
Unaided modes
Speech	Verbal communication interpreted as words.
Vocalization (students only)	Verbal communication not interpreted as words.
Physical manipulation	Using own body to manipulate the partner or objects used in activity.
Pointing	Pointing at a person or object, using a finger or hand/arm gesture. Does not include pointing to highlight/activate aided modes.
Singing	Voice or physical movements indicating involvement in a song, a chant, or music.
Challenging behavior (students only)	Screaming, hitting, throwing things, biting.
Unaided augmented modes
Manual signs/iconic gestures	Using movements of the hands to express semantic meaning. Includes both sign language and iconic gestures, i.e., gestures that can be interpreted as a word.
Aided augmented modes
Picture symbols	Graphic representations, highlighted through pointing, showing or handing over to the partner.
Speech-output technologies	Using a device that provide speech output.
Other modes	Modes not included in above codes, clarified with notes.

Table 5. Student and Staff Turn-Taking Contributions in Rate per Minute

Contribution	Circle time						Leisure time
	Students (n = 30)			Staff (n = 26)			Students (n = 31)			Staff (n = 30)
	Mdn	Range	SD	Mdn	Range	SD	Mdn	Range	SD	Mdn	Range	SD
Expressive contributions
Initiation	1.33	0.0–4.3	1.10	2.42^a	0.5–8.7	2.47	3.00^b	0.0–10.5	2.14	4.63^a	0.0–10	2.77
Response	1.83	0.2–6.3	1.45	2.42^a	0.5–5.3	1.41	1.75	0.0–5.0	1.60	2.63	0.0–6.5	1.71
Non-expressive contributions
Attentive	3.67^a	1.5–5.2	0.94	2.92	0.0–4.2	1.23	3.50	1.0–6.0	1.32	3.50	0.5–6.0	1.53
Distracted	2.67^ab	1.2–4.8	1.01	0.17	0.0–2.3	0.72	1.00	0.0–3.0	1.05	1.50^b	0.3–3.5	0.79
Alone	0.0	0.0–0.2	0.03	0.0	0.0–0.0	0.00	0.25^ab	0.0–2.3	0.67	0.0	0.0–2.0	0.38

Note: ^aSignificantly higher rate per minute than the other group in the same activity (p < .05).

^b Significantly higher rate per minute than during the other activity in the same group (p < .05).

Table 6. Student and Staff Communication Modes in Percentages of Expressive Contributions

Communication mode	Circle time						Leisure time
	Students (n = 30)			Staff (n = 26)			Students (n = 31)			Staff (n = 30)
	Mdn	Range	SD	Mdn	Range	SD	Mdn	Range	SD	Mdn	Range	SD
Non-augmented modes
Speech	21.8	0–82.8	28.85	54.8^a	4.8–98.6	27.29	18.2	0-100	27.74	79.9^ab	0–100	26.86
Vocalization	14.1	0–73.1	20.12				18.2	0–89.3	21.12
Physical manipulation	30.9	0–100	30.67	38.8	4.8–74.0	16.58	72.7^ab	0–100	31.55	52.9	0–95.5	29.27
Pointing	0	0–19.2	5.12	6.0^a	0–21.4	5.93	0	0–50.0	11.99	8.2^a	0–48.9	12.00
Singing	0^b	0–65.0	14.64	17.7^ab	0–41.2	11.99	0	0–25.8	4.63	0	0–100	19.43
Challenging behavior	0	0–13.3	3.49				0	0–16.7	3.55
Unaided augmented modes
Manual signs/iconic gestures	10.0^b	0–76.9	21.69	40.0^ab	3.6–100	22.87	0	0–30.3	7.65	9.8^a	0–100	21.76
Aided augmented modes
Picture symbols	5.4^b	0–50.0	16.16	5.1^b	0–25.5	8.52	0	0–75.0	16.00	0	0–13.8	3.86
Speech-output technologies	0^b	0–16.7	4.36	0	0–2.1	0.42	0	0	0.00	0	0	0.00
Other modes^c	0	0–3.9	0.93	0	0–3.6	0.74	0	0–3.2	0.76	0	0–5.1	0.94

Note: ^aSignificantly higher percentage than in the other group in the same activity (p < .05).

^b Significantly higher percentage than in the other activity in the same group (p < .05).

^c Slamming hand on the table, lip flutter.