An elementary student with severe expressive communication impairment in a general education classroom: Sequential analysis of interactions

Abstract

General systems theory (GST) formed the basis of this investigation that used sequential analysis to identify the patterns of interaction of an elementary student with severe expressive communication impairment (SECI) in a general education environment. While the student with SECI interacted with those in the environment, nearly 5 hours of exchanges were recorded on videotape. The videotapes were transcribed and then coded based on the partner, mode, and function of each interaction event. The interaction transition, composed of successive antecedent and consequent event pairs, was the basic unit of analysis. The investigation was able to describe in detail the reciprocal interactions of the student with SECI and his interaction partners, involving not only the effects of the partners on the student with SECI but also the effects of the student with SECI on his interaction partners. The pattern of interaction is also presented in graphic form. The discussion involves the distinct similarities and differences in the patterns of interaction, advantages and disadvantages of the methods, and broader issues involving concepts of disability.

• aides
• augmentative and alternative communication (AAC)
• elementary
• interactions
• patterns
• peers
• schools
• teachers