Deepika Gopalarao
Research Subjects
Deepika Gopalarao has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
- Ai-Wen Hwang
Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan
1 shared publication - Helena Hemmingsson
Department of Special Education, Stockholm University, Se-106 91 Stockholm, Sweden
1 shared publication - Joy McGowan
Easterseals of Southeastern Pennsylvania, 3975 Conshohocken Ave., Philadelphia, PA 19131, USA
1 shared publication - Maria Borgestig
Department of Neuroscience, Uppsala University, 751 24 Uppsala, Sweden
1 shared publication - Mats Granlund
Jönköping University, SE
1 shared publication - Yu-Hsin Hsieh
McGill University
1 shared publication
Latest Publications
- Open Access
- 12 May 2021
- Published by MDPI AG in International Journal of Environmental Research and Public Health
- Vol. 18 (10) , 5134
Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners
Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.
- 12 May 2021
- Published by MDPI AG in International Journal of Environmental Research and Public Health
- Vol. 18 (10) , 5134
Open AccessCommunicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners
Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.