Expectations and interpretations of conversations using aided communication

An application of relevance theory

Authors

  • Kirsi A. Neuvonen University of Helsinki
  • Caroline Jagoe Trinity College, Dublin
  • Kaisa Launonen University of Helsinki
  • Martine M. Smith Trinity College, Dublin
  • Stephen von Tetzchner University of Oslo

DOI:

https://doi.org/10.1558/jircd.20364

Keywords:

Aided communication, Communication partners, Co-construction, Relevance theory

Abstract

Background: Reaching mutual understanding can sometimes be challenging in interactions involving communicators using aided communication. This explorative qualitative study offers insights into some of the features of utterance interpretation and meaning negotiation in interactions using graphic communication systems.

Method: Relevance theory was applied as a framework for analysis of conversations between a non-speaking child using a communication aid and her communication partners using natural speech.

Results: Through analysis of a series of videotaped conversations, several assumptions and contextual implications affecting the interpretation processes were identified. A tendency to organize interpretations according to contextual expectations and scripts emerged as a central explanatory factor in co-constructing meanings from available graphic utterances.

Conclusion: This study highlights the importance of understanding factors that may affect the interpretation processes of all participants in interactions involving aided communication.

Author Biographies

  • Kirsi A. Neuvonen, University of Helsinki

    Kirsi Neuvonen, MA, is a speech and language therapist, who is currently working toward her PhD in logopedics at the University of Helsinki, Finland. Her research interests are the co-construction and meaning-negotiation strategies of young aided communicators and their speaking communication partners. She is particularly interested in enhancing the communication skills of young children who are unable to develop speech.

  • Caroline Jagoe, Trinity College, Dublin

    Caroline Jagoe is Assistant Professor in the Department of Clinical Speech and Language Studies, Trinity College, University of Dublin. Clinical pragmatics is a particular focus of her work and she situates herself as a relevance theorist, working on applications to conversational data involving people with communication disabilities. She has a particular interest in optimizing communication access for those with communication disabilities and has been involved in projects in countries as diverse as Ireland, South Africa, and Iraq

  • Kaisa Launonen, University of Helsinki

    Kaisa Launonen, PhD, is a speech and language therapist by education. Her clinical work focuses on people with intellectual disabilities. Her main research interests are early intervention, people with the most severe communication disabilities, and augmentative and alternative communication, manual signs, and other unaided communication forms, in particular. She works at the University of Helsinki as a university lecturer and the director of the BA and MA program in logopedics.

  • Martine M. Smith, Trinity College, Dublin

    Martine Smith, PhD, is Professor in Speech Language Pathology at Trinity College, University of Dublin, Ireland. Her research and clinical work focuses on exploring the language, communication, and interaction of children and adults with severe speech impairments who use augmentative and alternative communication (AAC). A former editor of the AAC Journal, she has published widely, with over 50 peer-reviewed journal publications, book chapters, and a recently co-edited volume, The silent partner: Language, interaction and aided communication, with Professor Janice Murray.

  • Stephen von Tetzchner, University of Oslo

    Stephen von Tetzchner is Professor Emeritus of Developmental Psychology and School Psychology at the Department of Psychology, University of Oslo, Norway. His research includes a wide range of issues related to typical and atypical development in general, and communication and language development in particular, including intervention for children and young people with intellectual impairment, motor impairment, deafness, blindness, Rett syndrome, Tourette syndrome, and autism spectrum disorder.

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Published

2021-06-17

Issue

Section

Articles

How to Cite

Neuvonen, K. A. ., Jagoe, C. ., Launonen, K., Smith, M. M., & von Tetzchner, S. (2021). Expectations and interpretations of conversations using aided communication: An application of relevance theory. Journal of Interactional Research in Communication Disorders, 10(2), 125–152. https://doi.org/10.1558/jircd.20364