| dc.description.abstract | The purpose of this research is to examine the nature of parent-child interactions for elementary-aged children (K-4th grade) who have complex communication needs and are learning to use speech generating devices. Data come from a larger longitudinal mixed method study focused on language and literacy learning of children with complex communication needs during the COVID-19 pandemic. Participants are 18 families who participated in the larger study whose children had access to a speech generating device at home. Video observational data were collected during parent-child interactions during everyday home routines (e.g., shared reading, other routines). Data will be coded using SALT and then analyzed using SPSS. Findings showed the heterogeneity of how children communicate based on frequency of communication and how frequency relates to other aspects of their communication, providing varied opportunities for parents to respond. The varied frequency patterns allowed for grouping of children into three groups, to reveal across group communication based on form, topic responsivity, function, and focus. Important insight from this study revealed information that can help shape the development of more effective interventions to support the communication of children with complex communication needs, especially at home. | en_US |
