Background: Hanen Programs® have a research-based history of helping parents learn to support the oral language, social communication, and literacy development of their young children. Programs are delivered by Hanen-certified speech-language pathologists, usually in preschool speech and language centers. The global COVID-19 pandemic that began in March 2020 required school-based clinicians to adjust their professional practices to meet the needs of students during disruptive school years. Method: This clinical case study describes the two-year project launched to incorporate Hanen Programs® through telepractice, and discusses the feasibility of offering them as part of a continuum of services at the Toronto District School Board in Toronto, Ontario Canada. Results: Favorable responses from stakeholders led to the expansion of the project. Attrition rate and staff allocation were found to be problematic. Discussion/conclusion: Reasons for the high attrition rate were explored, and a response plan was developed. Additional training for interested staff members was scheduled. Ongoing monitoring is needed to determine the long-term feasibility of offering Hanen Programs® in a school board setting.
{"title":"Adapting educational speech-language pathology services during a pandemic","authors":"F. Westernoff","doi":"10.1558/jircd.22951","DOIUrl":"https://doi.org/10.1558/jircd.22951","url":null,"abstract":"Background: Hanen Programs® have a research-based history of helping parents learn to support the oral language, social communication, and literacy development of their young children. Programs are delivered by Hanen-certified speech-language pathologists, usually in preschool speech and language centers. The global COVID-19 pandemic that began in March 2020 required school-based clinicians to adjust their professional practices to meet the needs of students during disruptive school years.\u0000Method: This clinical case study describes the two-year project launched to incorporate Hanen Programs® through telepractice, and discusses the feasibility of offering them as part of a continuum of services at the Toronto District School Board in Toronto, Ontario Canada.\u0000Results: Favorable responses from stakeholders led to the expansion of the project. Attrition rate and staff allocation were found to be problematic.\u0000Discussion/conclusion: Reasons for the high attrition rate were explored, and a response plan was developed. Additional training for interested staff members was scheduled. Ongoing monitoring is needed to determine the long-term feasibility of offering Hanen Programs® in a school board setting.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: A common concern for persons with dysarthria is a difficulty in being understood. This is captured clinically using assessments of intelligibility. Any attempt to measure intelligibility must be carried out in a way that is sensitive to the phonetic variation that occurs in naturally occurring conversational speech. This article identifies examples of an interactional event known to trigger phonetic variability: discourse repetition. Method: This article is a case study of a 68-year-old male with dysarthria secondary to Parkinson’s disease. The method of analysis is interactional phonetics. Results: Examples of discourse repetition are presented with accompanying interactional and phonetic analysis. The speaker is seen to produce the same linguistic tokens with varying phonetic features. In some cases, this variation means the tokens are realized as markedly different phonetic forms. Discussion: The results highlight how variable a single speaker’s realizations of the same word can be within a single conversation. Given this, it is proposed that intelligibility is best conceptualized as a range rather than as a single, invariant score.
{"title":"Discourse repetition and phonetic reduction in a person with dysarthria secondary to Parkinson’s disease","authors":"Ben Rutter, Tobias Kroll","doi":"10.1558/jircd.27138","DOIUrl":"https://doi.org/10.1558/jircd.27138","url":null,"abstract":"Background: A common concern for persons with dysarthria is a difficulty in being understood. This is captured clinically using assessments of intelligibility. Any attempt to measure intelligibility must be carried out in a way that is sensitive to the phonetic variation that occurs in naturally occurring conversational speech. This article identifies examples of an interactional event known to trigger phonetic variability: discourse repetition.\u0000Method: This article is a case study of a 68-year-old male with dysarthria secondary to Parkinson’s disease. The method of analysis is interactional phonetics.\u0000Results: Examples of discourse repetition are presented with accompanying interactional and phonetic analysis. The speaker is seen to produce the same linguistic tokens with varying phonetic features. In some cases, this variation means the tokens are realized as markedly different phonetic forms.\u0000Discussion: The results highlight how variable a single speaker’s realizations of the same word can be within a single conversation. Given this, it is proposed that intelligibility is best conceptualized as a range rather than as a single, invariant score.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Speech-language pathologists are facing challenges in assessing bilingual children with developmental language disorder (DLD). The study aimed to systematically review the literature for the past five years and evaluate the diagnostic accuracy of current assessment measures in the identification of DLD in bilingual children. Method: Through a keyword search from four electronic databases and a manual search of reference lists, eligible studies were identified and evaluated with respect to quality of evidence, study characteristics, and reported diagnostic accuracy. Results: The assessment measures used in the studies varied widely in format, emphasis, and origin. Most studies lacked clear descriptions of controls for potential biases, making it difficult to rate specific quality indicators and decreasing the overall quality of evidence. Diagnostic accuracy of assessment measures across studies ranged from poor to good. Mixed measures showed a higher percentage of good diagnostic accuracy compared to linguistic and nonlinguistic ones. Discussion/conclusions: Evidence supports the previous findings regarding the difficulties in developing appropriate assessment tools and advocacy for using converging evidence in assessment. Limitations in methodology discussed in the past literature still exist, which may result in inflated diagnostic accuracy and decreased validity.
{"title":"Diagnostic accuracy of current assessment measures for developmental language disorders in bilingual children","authors":"Xueao Cao, Ruixia Yan","doi":"10.1558/jircd.26978","DOIUrl":"https://doi.org/10.1558/jircd.26978","url":null,"abstract":"Background: Speech-language pathologists are facing challenges in assessing bilingual children with developmental language disorder (DLD). The study aimed to systematically review the literature for the past five years and evaluate the diagnostic accuracy of current assessment measures in the identification of DLD in bilingual children.\u0000Method: Through a keyword search from four electronic databases and a manual search of reference lists, eligible studies were identified and evaluated with respect to quality of evidence, study characteristics, and reported diagnostic accuracy.\u0000Results: The assessment measures used in the studies varied widely in format, emphasis, and origin. Most studies lacked clear descriptions of controls for potential biases, making it difficult to rate specific quality indicators and decreasing the overall quality of evidence. Diagnostic accuracy of assessment measures across studies ranged from poor to good. Mixed measures showed a higher percentage of good diagnostic accuracy compared to linguistic and nonlinguistic ones.\u0000Discussion/conclusions: Evidence supports the previous findings regarding the difficulties in developing appropriate assessment tools and advocacy for using converging evidence in assessment. Limitations in methodology discussed in the past literature still exist, which may result in inflated diagnostic accuracy and decreased validity.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Twenty-seven pragmatic skills and social engagement sub-items and 7 language structure sub-items from the Communication Checklist – Adult were rated by 124 typically developing (TD) adults and 29 adults with autism spectrum disorder (ASD) on a 5-point scale. The results indicated that the higher the score of the TD adults on the Autism Spectrum Quotient (AQ), the more they evaluated pragmatic impairments as non-problematic; however, no correlation was found between their AQ score and evaluation of language impairments. In contrast, the higher the score of the adults with ASD on the AQ, the more they evaluated both pragmatic and language impairments as problematic. The relationships between AQ scores and the permissiveness of pragmatic impairments in adults are discussed.
124名发育正常（TD）的成年人和29名患有自闭症谱系障碍（ASD）的成年人对 "交流检查表--成年人 "中的27个实用技能和社会参与子项目以及7个语言结构子项目进行了5级评分。结果表明，自闭症谱系商数（AQ）得分越高的自闭症谱系障碍成人，他们对语用障碍的评价越高，认为语用障碍不是问题；但是，他们的自闭症谱系商数得分与对语言障碍的评价之间没有相关性。相反，患有 ASD 的成人在 AQ 上的得分越高，他们对语用障碍和语言障碍的评价就越有问题。本文讨论了成人语用能力测验分数与语用障碍容许度之间的关系。
{"title":"Association between the degree of autism and permissiveness of pragmatic impairments in Japanese-speaking adults with and without autism spectrum disorder","authors":"Manabu Oi, Ryuko Mizutani, Junko Fukuda, Michio Hiratani","doi":"10.1558/jircd.26745","DOIUrl":"https://doi.org/10.1558/jircd.26745","url":null,"abstract":"Twenty-seven pragmatic skills and social engagement sub-items and 7 language structure sub-items from the Communication Checklist – Adult were rated by 124 typically developing (TD) adults and 29 adults with autism spectrum disorder (ASD) on a 5-point scale. The results indicated that the higher the score of the TD adults on the Autism Spectrum Quotient (AQ), the more they evaluated pragmatic impairments as non-problematic; however, no correlation was found between their AQ score and evaluation of language impairments. In contrast, the higher the score of the adults with ASD on the AQ, the more they evaluated both pragmatic and language impairments as problematic. The relationships between AQ scores and the permissiveness of pragmatic impairments in adults are discussed.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140477060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Salako, Mofeyisara Oluwatoyin Omobowale, O. Amodu
Background: Investigating factors that dictate the health-seeking process in persons with developmental language disorders (DLDs) is critical for enhancing early intervention and effective utilization of treatment services among persons with DLDs. This study sought to understand factors that determine health seeking in persons with DLDs using the Health Belief Model (HBM) and the PEN-3 model. Methods: A qualitative study of 36 semi-structured interviews explored health-seeking behavior among stakeholders involved in the management of children with DLDs. Interviews were conducted with parents, teachers, and speech-language therapists on health behaviors and factors that dictate health behavior during intervention seeking. Data coding was done inductively, and analysis was carried out using qualitative content analysis. Results: Findings revealed that both the HBM and the PEN-3 model were well represented in the dataset, and that integration of both models contributes to a systematic understanding of health behavior in persons with DLDs. Conclusion: The study details how demographic, psychological, and sociocultural variables interact to shape the health-seeking process among persons with DLDs and the resulting impact of these interactions on the effective management of DLDs.
{"title":"Integrating the HBM and the PEN-3 model to explain the health behavior of persons with DLD","authors":"I. Salako, Mofeyisara Oluwatoyin Omobowale, O. Amodu","doi":"10.1558/jircd.25592","DOIUrl":"https://doi.org/10.1558/jircd.25592","url":null,"abstract":"Background: Investigating factors that dictate the health-seeking process in persons with developmental language disorders (DLDs) is critical for enhancing early intervention and effective utilization of treatment services among persons with DLDs. This study sought to understand factors that determine health seeking in persons with DLDs using the Health Belief Model (HBM) and the PEN-3 model.\u0000Methods: A qualitative study of 36 semi-structured interviews explored health-seeking behavior among stakeholders involved in the management of children with DLDs. Interviews were conducted with parents, teachers, and speech-language therapists on health behaviors and factors that dictate health behavior during intervention seeking. Data coding was done inductively, and analysis was carried out using qualitative content analysis.\u0000Results: Findings revealed that both the HBM and the PEN-3 model were well represented in the dataset, and that integration of both models contributes to a systematic understanding of health behavior in persons with DLDs.\u0000Conclusion: The study details how demographic, psychological, and sociocultural variables interact to shape the health-seeking process among persons with DLDs and the resulting impact of these interactions on the effective management of DLDs.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna Volkmer, Shreeya Mistry, Daniella Thompson, Jason D. Warren, Suzanne Beeke
Background: Primary progressive aphasia describes a group of three rare language-led dementias: semantic, logopenic, and non-fluent. The small number of conversation analysis studies to date suggest that repair and turn-construction practices in primary progressive aphasia are similar to those seen in post-stroke aphasia. This study investigates the collaborative aspect of these practices between people with primary progressive aphasia and their conversation partners. Method: Conversation analysis was used to investigate collaboration in repair and turn-construction practices in 10-minute video recordings of natural conversation collected from two dyads, one with logopenic and one with mixed primary progressive aphasia. Results: This study demonstrates that people with primary progressive aphasia have a range of practices available to construct their turns, and that their conversation partners collaborate to co-construct talk. Discussion: Findings demonstrate that collaboration can support interaction or lead to further interactional trouble. Collaborative practices are important targets for speech and language therapy interventions.
{"title":"Collaborative turn-construction practices of people with primary progressive aphasia and their family conversation partners","authors":"Anna Volkmer, Shreeya Mistry, Daniella Thompson, Jason D. Warren, Suzanne Beeke","doi":"10.1558/jircd.25504","DOIUrl":"https://doi.org/10.1558/jircd.25504","url":null,"abstract":"Background: Primary progressive aphasia describes a group of three rare language-led dementias: semantic, logopenic, and non-fluent. The small number of conversation analysis studies to date suggest that repair and turn-construction practices in primary progressive aphasia are similar to those seen in post-stroke aphasia. This study investigates the collaborative aspect of these practices between people with primary progressive aphasia and their conversation partners. Method: Conversation analysis was used to investigate collaboration in repair and turn-construction practices in 10-minute video recordings of natural conversation collected from two dyads, one with logopenic and one with mixed primary progressive aphasia. Results: This study demonstrates that people with primary progressive aphasia have a range of practices available to construct their turns, and that their conversation partners collaborate to co-construct talk. Discussion: Findings demonstrate that collaboration can support interaction or lead to further interactional trouble. Collaborative practices are important targets for speech and language therapy interventions.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135111504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The study investigates how participants in the institutional interaction between caregiver-child-therapist negotiate rapport-building. This setting, which is usually taken as a dyad, is an actual triad. Method: We focus on examples taken from five speech-language therapy (SLT) openings, analyzing the resources that lead to alliances as rapport-building through the turns of talk. We connect these alliances to the configuration of the setting. Results: The analyses highlight different dyadic participant alliances within the triadic constellation: child-therapist, caregiver-therapist, therapist-child. These alliances are formed through complaints regarding the participants’ investment in the therapy. The therapists concentrate their efforts on the child, whereas the parents focus on creating rapport with the therapist. Discussion and conclusion: The balancing act of rapport-building in the therapeutic triad of SLT is complicated, since the family is not composed of equal members. Therefore, ‘ironing’ the creases of the caregiver-child-therapist into a pseudo-dyad either ignores the differences that exist between a parent and a child or does not work.
{"title":"Should they stay or should they go?","authors":"Bracha Nir, Gonen Dori-Hacohen","doi":"10.1558/jircd.25505","DOIUrl":"https://doi.org/10.1558/jircd.25505","url":null,"abstract":"Background: The study investigates how participants in the institutional interaction between caregiver-child-therapist negotiate rapport-building. This setting, which is usually taken as a dyad, is an actual triad. Method: We focus on examples taken from five speech-language therapy (SLT) openings, analyzing the resources that lead to alliances as rapport-building through the turns of talk. We connect these alliances to the configuration of the setting. Results: The analyses highlight different dyadic participant alliances within the triadic constellation: child-therapist, caregiver-therapist, therapist-child. These alliances are formed through complaints regarding the participants’ investment in the therapy. The therapists concentrate their efforts on the child, whereas the parents focus on creating rapport with the therapist. Discussion and conclusion: The balancing act of rapport-building in the therapeutic triad of SLT is complicated, since the family is not composed of equal members. Therefore, ‘ironing’ the creases of the caregiver-child-therapist into a pseudo-dyad either ignores the differences that exist between a parent and a child or does not work.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Care workers practice different approaches to facilitating social participation and managing (non-)responsiveness in activities for people living with dementia. Utilizing an on-screen dance activity in a foreign language, carers in this study draw on multimodal resources and shift their footings in participation frameworks to demonstrate and reformulate expectations in pursuit of responses. Method: Data were collected as part of a test pilot for a dance program designed for people with cognitive and physical challenges. The program was remotely delivered from Canada to a private, assisted living facility in Finland during the COVID-19 pandemic. Video recordings of five consecutive weekly dance classes were transcribed and analyzed using an ethnomethodology and conversation analysis (EMCA) approach to multimodal interaction, looking at directive-response sequences. Results: Our preliminary results explore how co-present facilitators encouraged participation of a non-responsive participant through embodied directives in three ways: through demonstrations and reformulations in co-participation; through repetition and emphasis in response to non-compliance; and through a subsequent proposal of a change in the interactional frame. Discussion/conclusion: There are various recipient-designed ways in which care workers facilitate participation in on-screen arts-based programs, including how they address non-compliance.
{"title":"Facilitating participation in an online dance class for people living with dementia","authors":"An Kosurko, Ilkka Arminen","doi":"10.1558/jircd.24520","DOIUrl":"https://doi.org/10.1558/jircd.24520","url":null,"abstract":"Background: Care workers practice different approaches to facilitating social participation and managing (non-)responsiveness in activities for people living with dementia. Utilizing an on-screen dance activity in a foreign language, carers in this study draw on multimodal resources and shift their footings in participation frameworks to demonstrate and reformulate expectations in pursuit of responses. Method: Data were collected as part of a test pilot for a dance program designed for people with cognitive and physical challenges. The program was remotely delivered from Canada to a private, assisted living facility in Finland during the COVID-19 pandemic. Video recordings of five consecutive weekly dance classes were transcribed and analyzed using an ethnomethodology and conversation analysis (EMCA) approach to multimodal interaction, looking at directive-response sequences. Results: Our preliminary results explore how co-present facilitators encouraged participation of a non-responsive participant through embodied directives in three ways: through demonstrations and reformulations in co-participation; through repetition and emphasis in response to non-compliance; and through a subsequent proposal of a change in the interactional frame. Discussion/conclusion: There are various recipient-designed ways in which care workers facilitate participation in on-screen arts-based programs, including how they address non-compliance.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gareth Walker, Traci Walker, Ronan O'Malley, Bahman Mirheidari, Heidi Christensen, Markus Reuber, Daniel Blackburn
Background: Asking patients who have been referred to memory clinics open questions about recent events has been shown to have diagnostic relevance. Method: We use conversation analysis to look at responses to questions about recent events. The interviewees are healthy control (HC) participants, people with mild cognitive impairment (MCI), and people with Alzheimer’s disease (AD). Results: We show differences among the groups’ use of claims of memory problems, self-directed questions, and well-prefacing. Healthy control participants produce more talk in response to all of these, while people with MCI and AD either do not, or do so in demonstrably different ways from both HC participants and each other. Discussion/conclusion: Healthy control participants are both willing and able to ‘show off’ their memory, while people with AD are willing but generally unable to do so. People with MCI, in contrast, display themselves as both unwilling and unable to engage with the agent’s questions as tests of memory.
{"title":"Features of answers to questions about recent events by people with mild cognitive impairment and Alzheimer’s disease, and healthy controls","authors":"Gareth Walker, Traci Walker, Ronan O'Malley, Bahman Mirheidari, Heidi Christensen, Markus Reuber, Daniel Blackburn","doi":"10.1558/jircd.24511","DOIUrl":"https://doi.org/10.1558/jircd.24511","url":null,"abstract":"Background: Asking patients who have been referred to memory clinics open questions about recent events has been shown to have diagnostic relevance. Method: We use conversation analysis to look at responses to questions about recent events. The interviewees are healthy control (HC) participants, people with mild cognitive impairment (MCI), and people with Alzheimer’s disease (AD). Results: We show differences among the groups’ use of claims of memory problems, self-directed questions, and well-prefacing. Healthy control participants produce more talk in response to all of these, while people with MCI and AD either do not, or do so in demonstrably different ways from both HC participants and each other. Discussion/conclusion: Healthy control participants are both willing and able to ‘show off’ their memory, while people with AD are willing but generally unable to do so. People with MCI, in contrast, display themselves as both unwilling and unable to engage with the agent’s questions as tests of memory.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anni Kilpiä, Katja Dindar, Eija Kärnä, Hannu Räty, Anniina Kämäräinen, Calkin Suero Montero
Background: Previous research regarding unresponsiveness in peer interaction, including participants on the autism spectrum (AS), is mainly based on predefined categorizations of unresponsiveness; thus, there is a need for conversation analytic research to examine unresponsiveness from participants’ perspectives. Method: Multimodal conversation analysis (CA) was applied to examine unresponsiveness in task-focused multiparty peer interactions of an inclusive group, including one participant on the AS. Results: The results showed that it was not meaningful to analyze unresponsiveness in situations where there was no (aligning) response and all participants’ orientations revealed that a response was (not) needed. Instead, participants’ discrepant orientations to the response relevance made unresponsiveness a meaningful issue for participants to negotiate. Discussion/conclusion: The CA approach can be useful for examining unresponsiveness accurately. The combination of both the speaker and recipient(s) orientations to response relevance can be used as a conceptual tool to identify unresponsiveness when it is relevant for the participants.
{"title":"Using conversation analysis to identify unresponsiveness in peer interactions in inclusive groups","authors":"Anni Kilpiä, Katja Dindar, Eija Kärnä, Hannu Räty, Anniina Kämäräinen, Calkin Suero Montero","doi":"10.1558/jircd.24391","DOIUrl":"https://doi.org/10.1558/jircd.24391","url":null,"abstract":"Background: Previous research regarding unresponsiveness in peer interaction, including participants on the autism spectrum (AS), is mainly based on predefined categorizations of unresponsiveness; thus, there is a need for conversation analytic research to examine unresponsiveness from participants’ perspectives. Method: Multimodal conversation analysis (CA) was applied to examine unresponsiveness in task-focused multiparty peer interactions of an inclusive group, including one participant on the AS. Results: The results showed that it was not meaningful to analyze unresponsiveness in situations where there was no (aligning) response and all participants’ orientations revealed that a response was (not) needed. Instead, participants’ discrepant orientations to the response relevance made unresponsiveness a meaningful issue for participants to negotiate. Discussion/conclusion: The CA approach can be useful for examining unresponsiveness accurately. The combination of both the speaker and recipient(s) orientations to response relevance can be used as a conceptual tool to identify unresponsiveness when it is relevant for the participants.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：