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

Augment Altern Commun. 2023 Sep 13:1-12. doi: 10.1080/07434618.2023.2243517. Online ahead of print.ABSTRACTMost students with intellectual and communicative disability who rely on augmentative and alternative communication (AAC) attend non-inclusive school settings. Little is known about turn-taking and the use of various communication modes in groups of students and staff in this context. Previous studies on single students with intellectual disability in various school settings have found that staff tend to dominate interactions and augmented communication modes are used more during structured than unstructured activities. The present study explored turn-taking contributions and communication modes in whole groups of students and staff in non-inclusive school settings in Sweden. Video observations of 33 students and 30 school staff were conducted in seven classrooms during one structured activity (circle time) and one unstructured activity (leisure time). Turn-taking contributions and communication modes were examined when comparing students and staff and when comparing the two activities. Findings revealed that staff dominated the interactions and augmented communication modes were used less during leisure time than circle time. Notably, aided augmented communication modes, particularly speech-output technologies, were used sparsely. Findings of this study highlight the importance of supporting staff members in applying partner strategies and incorporating augmented input,...

Source: Augmentative and Alternative Communication - September 13, 2023 Category: Speech-Language Pathology Authors: Sofia Wallin Helena Hemmingsson Gunilla Thunberg Jenny Wilder Source Type: research