Collaborative, responsive behavior in peer interaction: Children with and without Down syndrome and hearing impairment

• Published in: Journal of interactional research in communication disorders 2024-04, Vol.15 (2), p.1-27
• Main Authors: Eilertsen, Lill-Johanne, Hjulstad, Oddvar, Prochnow, Romy Regina, Slettner, Sigrun
• Format: Article
• Language: English
• ISSN: 2040-5111; 2040-512X
• DOI: 10.1558/jircd.24422

Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children’s school. Results: The situated shared book reading is regulated by interaction rules. A pattern of collaborative, responsive behavior where the children align to each other’s initiatives is identified within these interaction rules. Discussion and conclusion: The shared book reading format has a scaffolding function in the interaction. The findings illustrate how a typically developing peer is able to align to the sensory and cognitive capacities displayed in the child with DS-HI, and how this facilitates co-created meaning-making in the interaction.