Social Participation of School-aged Children Who Use Communication Aids: The Views of Children and Parents

References

• Anderson, K., Balandin, S., & Clendon, S. (2011). “He cares about me and I care about him.” Children's experiences of friendship with peers who use AAC. Augmentative and Alternative Communication, 27, 77–90. doi: 10.3109/07434618.2011.577449
   PubMed Web of Science ®Google Scholar
• Angelo, D. H. (2000). Impact of augmentative and alternative communication devices on families. Augmentative and Alternative Communication, 16, 37–47. doi: 10.1080/07434610012331278894
   Google Scholar
• Bailey, R. L., Parette, H. P., Stoner, J. B., Angell, M. E., & Carroll, K. (2006). Family members’ perceptions of augmentative and alternative communication device use. Language, Speech and Hearing Services in Schools, 37, 50–60. doi: 10.1044/0161-1461 (2006/006)
   PubMed Web of Science ®Google Scholar
• Batorowicz, B., McDougall, A., & Shepherd, T. A. (2006). AAC and community partnership: The participation path to community inclusion. Augmentative and Alternative Communication 22, 178–195. doi:10.1080/07434610500468498
   PubMed Web of Science ®Google Scholar
• Batorowicz, B., Stadskleiv, K., & von Tetzchner, S. (2013). Acting on a physical world through aided communication. Paper presented at the International Society on Early Intervention Conference (ISEI), St. Petersburg, Russia.
   Google Scholar
• Basil, C. (1992). Social interaction and learned helplessness in severely disabled children. Augmentative and Alternative Communication, 8, 188–199. doi:10.1080/07434619212331276183
   Google Scholar
• Blackstone, S. W., Williams, M. B., & Wilkins, D. P. (2007). Key principles underlying research and practice in AAC. Augmentative and Alternative Communication, 23, 191–203. doi:10.1080/0743461070155368
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publication, Ltd.
   Google Scholar
• Carter, E. W., Sisco, L. G., Brown, L., Brickha, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479–494.
   PubMedGoogle Scholar
• Clarke, M., & Kirton, A. (2003). Patterns of interaction between children with physical disabilities using augmentative and alternative communication systems and their peers. Child Language Teaching and Therapy, 19, 135–151. doi: 10.1191/0265659003ct248oa.
   Google Scholar
• Clarke, M. T., Newton, C. Griffiths, T., Price, K., Lysely, A., Perrides, K. V. (2011). Factors associated with the participation of children with complex communication needs. Research in Developmental Disabilities, 32, 774–780. doi:10.1016/j.ridd.2010.11.002
   PubMed Web of Science ®Google Scholar
• Clarke, M., Newton, C., Petrides, K., Griffiths, T., Lysley, A., & Price, K., (2012). An examination of relations between participation, communication and age in children with complex communication needs. Augmentative and Alternative Communication, 28, 44–51. doi 10.3109/07434618.2011.653605
   PubMed Web of Science ®Google Scholar
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Doll, B. (1996). Children without friends: Implications for practice and policy. Social Psychology Review, 25, 165–183.
   Google Scholar
• Dunn, J. (2004). Children's friendships: The beginning of intimacy. Malden, MA: Blackwell Publishing.
   Google Scholar
• Ellis, S., Rogoff, B., & Cromer, C. C. (1981). Age segregation in children's social interactions. Developmental Psychology, 17, 399–407.
   Web of Science ®Google Scholar
• Fey, M. E. (1986). Language intervention with young children. Boston: College-Hill.
   Google Scholar
• Finke, E. H., & Quinn, E. (2012). Perceptions of communication style and influences on intervention practices for young children with AAC needs. Augmentative and Alternative Communication, 28, 117–126. doi: 10.3109/07434618.2012.677959
   PubMed Web of Science ®Google Scholar
• Gibson, B. E., King, G., Kushki, A., Mistry, B., Thompson, L., Teachman, G., Batorowicz, B., McMain-Klein, M. (2013). A multi-method approach to studying activity setting participation: Integrating standardized questionnaires, qualitative methods and physiological measures. Disability and Rehabilitation, 1–9. doi:10.3109/09638288.2013.863393.
   Web of Science ®Google Scholar
• Hammal, D., Jarvis, S. N., & Colver, A. F. (2004). Participation of children with cerebral palsy is influenced by where they live. Developmental Medicine and Child Neurology, 46, 292–298. DOI: 10.1017/S0012162204000489
   PubMed Web of Science ®Google Scholar
• Harris, D. (1982). Communicative interaction processes involving nonvocal physically handicapped children. Topics in Language Disorders, 2, 21–37.
   Google Scholar
• Hjelmquist, E., & Sandberg, A. (1996). Sounds and science: Interaction in aided language use. In S. von Tetzchner & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 137–152). London: Whurr.
   Google Scholar
• Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288. doi: 10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Imms, C. (2008). Children with cerebral palsy participate: A review of the literature. Disability and Rehabilitation, 30, 1867–1884. doi:10.1080/09638280701673542
   PubMed Web of Science ®Google Scholar
• Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195–204. doi:10.1080/07434610400006646
   Web of Science ®Google Scholar
• King, G., Batorowicz, B., Rigby, P., Pinto, M., Thompson, L., & Goh, F. (2014). The leisure activity settings and experiences of youth with severe disabilities. Developmental Neurorehabilitation, 17, 259 269.
   PubMed Web of Science ®Google Scholar
• King, G., Law, M., King, S., Hurley, P., Rosenbaum, P., Hanna, S., & Young, N. (2004). Children's assessment of participation and enjoyment (CAPE). San Antonio, TX: Harcourt Press.
   Google Scholar
• King, G., Law, M., Hurley, P., Petrenchik, T., & Schwellnus H. (2010). A developmental comparison of the out-of-school recreation and leisure activity participation of boys and girls with and without physical disabilities. International Journal of Disability, Development and Education, 57, 77–107. doi: 10.1080/10349120903537988
   Web of Science ®Google Scholar
• Kraat, A. W. (1985). Communication interaction between aided and natural speakers: A state of the art report. Toronto: Canadian Rehabilitation Council for the Disabled.
   Google Scholar
• Law, M., Petrenchik, T., Ziviani, J., & King, G. (2006). Participation of children in school and community. In S. Rodger, & J. Ziviani (Eds.), Occupational therapy with children: Understanding children's occupations and enabling participation (pp. 67–90). Oxford: Blackwell.
   Google Scholar
• Light, J. (1997). “Communication is the essence of human life”: Reflections on communicative competence. Augmentative and Alternative Communication, 13, 61–70. doi:10.1080/07434619712331277848
   Google Scholar
• Light, J., Binger, C., & Kelford-Smith, A. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10, 255–268. doi: 10.1080/07434619412331276960
   Google Scholar
• Light, J., Collier, B., & Parnes, P. (1985). Communication interaction between young nonspeaking physically disabled children and their primary caregivers: Part II – Communication function. Augmentative and Alternative Communication, 1, 98–105. doi: 10.1080/07434618512331273561
   Google Scholar
• Madge, N., & Fassam, M. (1982). Ask the children. Experiences of physical disability in the school years. London: Batsford.
   Google Scholar
• McDonald, R., Harris, E., Price, K., & Jolleff, N. (2008). Elation or frustration? Outcomes following the provision of equipment during the Communication Aids Project: Data from one CAP partner centre. Child: Care, Health and Development, 34, 223–229.
   PubMed Web of Science ®Google Scholar
• McNaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams, M. B., & Light, J. (2008). “A child needs to be given a chance to succeed”: Parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and Alternative Communication, 24, 43–55. doi: 10.1080/07434610701421007
   PubMed Web of Science ®Google Scholar
• Murphy, J., Markova, I., Collins, S., & Moodie, E. (1996). AAC systems: Obstacles to effective use. European Journal of Disorders of Communication, 31, 31–44. doi: 10.3109/13682829609033150
   PubMedGoogle Scholar
• Nelson, C. (2007). Young minds in social worlds: Experience meaning, and memory. Cambridge, MA: Harvard University Press.
   Google Scholar
• Palisano, R., Rosenbaum, P., Walter, S., Russell, D., Wood, E., & Galuppi, B. (1997). Gross Motor Classification System (GMCS). Developmental Medicine and Child Neurology, 39, 214–223.
   PubMed Web of Science ®Google Scholar
• Petrenchik, T. M., King, G. A., & Batorowicz, B. (2011). Children and youth with disabilities: Enhancing mental health through positive experiences of doing and belonging. In S. Bazyk (Ed.), Mental health promotion, prevention, and intervention in children and youth: A guiding framework for occupational therapy (pp. 189–205). Bethesda, MD: The American Occupational Therapy Association.
   Google Scholar
• Petrenchik, T. M., & King, G. A. (2011). Pathways to positive development: Childhood participation in everyday places and activities. In S. Bazyk (Ed.), Mental health promotion, prevention, and intervention in children and youth: A guiding framework for occupational therapy (pp. 71–94). Bethesda, MD: The American Occupational Therapy Association.
   Google Scholar
• Prince, E. F. (1981). Toward a taxonomy of given-new information. In P. Cole (Ed.), Radical pragmatics (pp. 281–297). New York: Academic Press.
   Google Scholar
• Rabiee, P., Sloper, P., & Beresford, B. (2005). Doing research with children and young people who do not use speech for communication. Children and Society, 19, 385–396. doi: 10.1002/chi.841
   Google Scholar
• Raghavendra, P., Olsson, C., Sampson, J., McInerney, R., & Connell, T. (2012). School participation and social networks of children with complex communication needs, physical disabilities, and typically developing peers. Augmentative and Alternative Communication, 28, 33–43. doi: 10.3109/07434618.2011.653604
   PubMed Web of Science ®Google Scholar
• Raghavendra, P., Virgo, R., Olsson, C., Connell, T., & Lane, A. (2011). Activity participation of children with complex communication needs, physical disabilities and typical developing peers. Developmental Neurorehabilitation, 14, 145–155. doi:10.3109/17518423.2011.568994
   PubMed Web of Science ®Google Scholar
• Renner, G. (2003). The development of communication with alternative means from Vygotsky's cultural-historical perspec tive. In S. von Tetzchner & N. Grove (Eds.), Augmentative and alternative communication: Developmental issues (pp. 76–82). Philadelphia, PA: Whurr.
   Google Scholar
• Salminen, A. L. (2001). Daily life with computer augmented communication. Helsinki: Stakes National Research and Development Centre for Welfare and Health.
   Google Scholar
• Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81, 6–22.
   PubMed Web of Science ®Google Scholar
• Shepherd, T. A., Campbell, K. A., Renzoni, A. M. & Sloan, N. (2009). Reliability of speech generating devices: A 5-year review. Augmentative and Alternative Communication, 25, 145–153. doi:10.1080/07434610902996104
   PubMed Web of Science ®Google Scholar
• Shepherd, T. A., & McDougall, S. (2008). Communication access in the library for individuals who use augmentative and alternative communication. Augmentative and Alternative Communication, 24, 313–322. doi:10.1080/07434610802467297
   PubMed Web of Science ®Google Scholar
• Smith, M. (1996). The medium or the message: A study of speaking children using communication boards. In S. von Tetzchner & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 119–136). San Diego, CA: Singular Publishing Group, Inc.
   Google Scholar
• Smith, M. M. (2005). The dual challenges of aided communication and adolescence. Augmentative and Alternative Communication, 21, 67–79. doi: 10.1080/10428190400006625
   Web of Science ®Google Scholar
• Smith, M., & Grove, N. (2003). Asymmetry in input and output for individuals who use augmentative and alternative communication. In J. Light, D. Beukelman, & J. Reichle (Eds), Communicative competence of individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Smith, M., & Murray, J. (2011). Parachute without a ripcord: The skydive of communication interaction. Augmentative and Alternative Communication, 27, 292–303. doi:10.3109/07434618.2011.630022
   PubMed Web of Science ®Google Scholar
• Soto, G. (1999). Understanding the impact of graphic sign use on the message structure. In F. T. Loncke, J. Clibbens, H. H. Arvidson, & L. L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 40–48). London: Whurr Publishers.
   Google Scholar
• Sroufe, L. A., Egeland, B., & Carlson, E. (1999). One social world: The integrated development of parent–child and peer relationships. In W. A. Collins & B. Laursen (Eds.), Development during the transition to adolescence (pp. 241–261). Hove, UK: Lawrence Erlbaum.
   Google Scholar
• Tavares, L., & Peixoto, A. (2003). Late development of independent conversation skills with manual and graphic signs through joint activities. In S. von Tetzchner & N. Grove (Eds.), Augmentative and alternative communication: Developmental issues (pp. 272–286). London: Whurr.
   Google Scholar
• Teachman, G., & McMain-Klein, M. (2012). Visual Consent Framework: Doing research with children and youth who communicate differently. Paper presented at the 15th Biennial Conference of the International Society for Augmentative and Alternative Communication (ISAAC), Pittsburgh, PA.
   Google Scholar
• Thirumanickam, A., Raghavendra, P., & Olsson, C. (2011). Participation and social networks of school-age children with complex communication needs: A descriptive study. Augmentative and Alternative Communication, 27, 195–204. doi:10.3109/07434618.2011.610818
   PubMed Web of Science ®Google Scholar
• Todman, J., Norman, A., Higginbotham, J., & File, P. (2008). Whole utterance approaches in AAC. Augmentative and Alternative Communication, 24, 235–254. doi: 10.1080/08990220802388271
   PubMed Web of Science ®Google Scholar
• von Tetzchner, S. (2012). Utviklingspsykologi, 2nd utgave [Developmental psychology, 2nd edition]. Oslo: Gyldendal Akademisk.
   Google Scholar
• von Tetzchner, S., Almeida, M. A., Balandin, S., Basil, C., Batorowicz, B., Clendon, S., ... Yang, C.K. (2010). The system and aid histories of children developing aided communication. Paper presented at the 14th Biennial Conference of the International Society for Augmentative and Alternative Communication, Barcelona, Spain.
   Google Scholar
• von Tetzchner, S., Almeida, M. A., Balandin, S., Basil, C., Batorowicz, B., Clendon, S., ..Yang, C.K. (2012). The development of aided communicative competence: Communicative problem solving in aided communicators and naturally speaking children aged 5–15 years. Paper presented at the 15th Biennial Conference of the International Society for Augmentative and Alternative Communication, Pittsburgh, PA.
   Google Scholar
• von Tetzchner, S., Almeida, M. A., Balandin, S., Basil, C., Batorowicz, B., Clendon, S., ... Yang, C.K. (2013). Becoming aided communicators: Communicative development and problem solving in children using communication aids. Book in preparation.
   Google Scholar
• von Tetzchner, S., & Basil, C. (2011). Terminology and notation in written representations of conversations with augmentative and alternative communication. Augmentative and Alternative Communication, 27, 141–149. doi: 10.3109/07434618.2011.610356
   PubMed Web of Science ®Google Scholar
• von Tetzchner, S., & Martinsen, H. (1996). Words and strategies: Communicating with young children who use aided language. In S. von Tetzchner & M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 65–88). London: Whurr.
   Google Scholar
• von Tetzchner, S., & Martinsen, H. (2000). Introduction to augmentative and alternative communication: Sign teaching and the use of communication aids for children, adolescents, and adults with developmental disorders (2nd ed.). London: Whurr.
   Google Scholar
• Wagner, K. R. (1985). How much do children say in a day? Journal of Child Language, 12, 475–487. doi: http://dx.doi.org/10.1017/S0305000900006565
   PubMed Web of Science ®Google Scholar
• World Health Organization (2007). International classification of functioning, disability and health, Children and youth version. Geneva: Author.
   Google Scholar