Views

CrossRef citations to date

Altmetric

Research Article

Aided communication, mind understanding and co-construction of meaning

Kristine Stadskleiva Department of Special Needs Education, University of Oslo, Oslo, Norway;b Department of Clinical Neurosciences for Children, Oslo University Hospital, Oslo, NorwayCorrespondence[email protected]

https://orcid.org/0000-0002-5478-5689 View further author information

Beata Batorowiczc School of Rehabilitation Therapy, Queen's University, Kingston, ON, Canada

https://orcid.org/0000-0002-6282-3462 View further author information

Annika Dahlgren Sandbergd Department of Psychology, University of Gothenburg, Gothenburg, Sweden

https://orcid.org/0000-0001-7960-0487 View further author information

Kaisa Launonene Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland

https://orcid.org/0000-0002-2877-496X View further author information

Janice Murrayf Department of Health Professions, Manchester Metropolitan University, Manchester, UK

https://orcid.org/0000-0001-8809-4256 View further author information

Kirsi Neuvonene Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland

https://orcid.org/0000-0002-6265-0290 View further author information

Judith Oxleyg Department of Communicative Disorders, University of Louisiana at Lafayette, Lafayette, LA, USA

https://orcid.org/0000-0002-0202-890X View further author information

Gregor Rennerh Department of Special/Inclusive Education, Katholische Hochschule Freiburg, Freiburg, Germany

https://orcid.org/0000-0001-9390-0283 View further author information

Martine M. Smithi School of Linguistic, Speech and Communication Sciences, Trinity College, Dublin, Ireland

https://orcid.org/0000-0003-2122-5607 View further author information

Gloria Sotoj Department of Speech, Language and Hearing Sciences, San Francisco State University, San Francisco, CA, USA

https://orcid.org/0000-0002-3254-3099 View further author information

Hans van Balkomk Department of Orthopedagogics: Learning and Development, Radboud Universiteit, Nijmegen, The NetherlandsView further author information

Catia Walterl Department of Inclusive and Continuing Education, Rio de Janeiro State University, Oslo, Brazil

https://orcid.org/0000-0002-8069-2398 View further author information

Chih-Kang Yangm Department of Special Education, National Dong Hwa University, Shoufeng, Taiwan

https://orcid.org/0000-0002-1178-8038 View further author information

Stephen von Tetzchnern Department of Psychology, University of Oslo, Oslo, Norway

https://orcid.org/0000-0002-1360-7958 View further author information

show all

Figures & data

Table 1. Characteristics of the 71 children using aided communication.

Download CSV Display Table

Table 2. Scoring categories on the BAC description without naming task.

Download CSV Display Table

Table 3. Percentage of solved items, time used and type of clues per item in the aided and reference group.

Download CSV Display Table

Figure 1. The relationships in the aided and reference groups between percentage of correctly solved tasks on BAC description without naming and age, sentence comprehension (scores on TROG) and non-verbal reasoning (scores on Raven/KBIT) .

Table 4. Relationships between age, language comprehension and performance on the BAC description without naming task in the aided group: spearman rank correlation coefficients (number of participants).

Download CSV Display Table

Table 5. Percentage of solved items, time used and type of clues per item in aided communicators who are symbol users and spellers.

Download CSV Display Table

Table 6. Number and percentage of the nine items of the BAC description without naming task done and solved by the aided group (n = 71) and number of items done and percentage of solved items per communication partner (parent, professional and peer).

Download CSV Display Table

Aided communication, mind understanding and co-construction of meaning

Table 1. Characteristics of the 71 children using aided communication.

Table 2. Scoring categories on the BAC description without naming task.

Table 3. Percentage of solved items, time used and type of clues per item in the aided and reference group.

Table 4. Relationships between age, language comprehension and performance on the BAC description without naming task in the aided group: spearman rank correlation coefficients (number of participants).

Table 5. Percentage of solved items, time used and type of clues per item in aided communicators who are symbol users and spellers.

Table 6. Number and percentage of the nine items of the BAC description without naming task done and solved by the aided group (n = 71) and number of items done and percentage of solved items per communication partner (parent, professional and peer).

Information for

Open access

Opportunities

Help and information

Your download is now in progress and you may close this window

Login or register to access this feature

Aided communication, mind understanding and co-construction of meaning

Figures & data

Table 1. Characteristics of the 71 children using aided communication.

Table 2. Scoring categories on the BAC description without naming task.

Table 3. Percentage of solved items, time used and type of clues per item in the aided and reference group.

Table 4. Relationships between age, language comprehension and performance on the BAC description without naming task in the aided group: spearman rank correlation coefficients (number of participants).

Table 5. Percentage of solved items, time used and type of clues per item in aided communicators who are symbol users and spellers.

Table 6. Number and percentage of the nine items of the BAC description without naming task done and solved by the aided group (n = 71) and number of items done and percentage of solved items per communication partner (parent, professional and peer).

Related research

To cite this article:

Download citation

Information for

Open access

Opportunities

Help and information

Keep up to date