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":"27 3","pages":"0"},"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":"40 2","pages":"0"},"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}
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":"1 1","pages":"0"},"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}
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":"2 2","pages":"0"},"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}
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":"187 1","pages":"0"},"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}
Background: This article uncovers why people with severe expressive aphasia’s turns-at-talk are sometimes not treated as producing an action by their communication partners, and the impact this has on the person with aphasia’s (PWA’s) agency. We demonstrate resources PWAs use to pursue talk and which assist with the production of a recognizable action. Method: We examined turns produced by four PWAs and their communication partners (CPs), where present, using conversation analysis, identifying features that do not receive a response and features promoting action ascription. Analysis: The PWAs’ semantically empty or unclear turns, turns lacking sequential context, or the CPs’ focus on their own actions led to a lack of action ascription. However, CPs do attend to PWAs’ multimodal features of interaction, and PWAs’ repetition accompanied by an upgraded gesture was shown to pursue a response. Action ascription was aided by the PWAs’ preserved use of silence as a communicative device. Discussion: When PWAs’ actions are not appropriately ascribed, their agency may be diminished. Communication partners should attend to all features of the PWA’s turns, including gesture and silence, to progress the PWA’s action, rather than their own misappropriated action. This may mean accepting a delay in progressivity while the PWA pursues an appropriate response. Through this, the PWA’s agency in interaction can be maintained, and intersubjectivity achieved.
{"title":"Action formation, ascription, and the talk of people with aphasia","authors":"Isabel L. Windeatt-Harrison, Traci Walker","doi":"10.1558/jircd.24384","DOIUrl":"https://doi.org/10.1558/jircd.24384","url":null,"abstract":"Background: This article uncovers why people with severe expressive aphasia’s turns-at-talk are sometimes not treated as producing an action by their communication partners, and the impact this has on the person with aphasia’s (PWA’s) agency. We demonstrate resources PWAs use to pursue talk and which assist with the production of a recognizable action.\u0000Method: We examined turns produced by four PWAs and their communication partners (CPs), where present, using conversation analysis, identifying features that do not receive a response and features promoting action ascription.\u0000Analysis: The PWAs’ semantically empty or unclear turns, turns lacking sequential context, or the CPs’ focus on their own actions led to a lack of action ascription. However, CPs do attend to PWAs’ multimodal features of interaction, and PWAs’ repetition accompanied by an upgraded gesture was shown to pursue a response. Action ascription was aided by the PWAs’ preserved use of silence as a communicative device.\u0000Discussion: When PWAs’ actions are not appropriately ascribed, their agency may be diminished. Communication partners should attend to all features of the PWA’s turns, including gesture and silence, to progress the PWA’s action, rather than their own misappropriated action. This may mean accepting a delay in progressivity while the PWA pursues an appropriate response. Through this, the PWA’s agency in interaction can be maintained, and intersubjectivity achieved.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45837039","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}
{"title":"'Journal of Interactional Research in Communication Disorders' special issues","authors":"A. Brandt, S. Hazel, C. Leyland","doi":"10.1558/jircd.25712","DOIUrl":"https://doi.org/10.1558/jircd.25712","url":null,"abstract":"","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43187979","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}
Purpose: In primary progressive aphasia (PPA), multimodal means may gradually become more important in conversations. In this study, the aim was to investigate the functions of hand movements of a man with PPA. Method: Peter and Karen participated in this study. Peter was diagnosed with nonfluent PPA two years prior to data collection. Casual conversation and cognitive and linguistic testing were audio- and video-recorded. Analyses were informed by multimodal interaction analytical approaches. Results: The results showed that Peter’s opportunities to engage in conversations were enabled within a co-operative framework, where Peter would contribute within a predetermined slot using a variety of multimodal resources to, for example, organize turn-taking or repair difficulties relating to verbal output. Discussion and conclusions: Studying multimodal resources across tasks may reveal important features of the ways in which persons with communicative impairment adjust to different contexts. In clinical settings, multimodal resources need to be viewed as multi-layered actions rather than as isolated contributions.
{"title":"Multimodality in PPA","authors":"Sophia Lindeberg, N. Müller, Christina Samuelsson","doi":"10.1558/jircd.24306","DOIUrl":"https://doi.org/10.1558/jircd.24306","url":null,"abstract":"Purpose: In primary progressive aphasia (PPA), multimodal means may gradually become more important in conversations. In this study, the aim was to investigate the functions of hand movements of a man with PPA.\u0000Method: Peter and Karen participated in this study. Peter was diagnosed with nonfluent PPA two years prior to data collection. Casual conversation and cognitive and linguistic testing were audio- and video-recorded. Analyses were informed by multimodal interaction analytical approaches.\u0000Results: The results showed that Peter’s opportunities to engage in conversations were enabled within a co-operative framework, where Peter would contribute within a predetermined slot using a variety of multimodal resources to, for example, organize turn-taking or repair difficulties relating to verbal output.\u0000Discussion and conclusions: Studying multimodal resources across tasks may reveal important features of the ways in which persons with communicative impairment adjust to different contexts. In clinical settings, multimodal resources need to be viewed as multi-layered actions rather than as isolated contributions.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44564625","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: This study examines caregivers’ use of ‘where are you going?’ in Mandarin and Taiwanese to address residents’ wandering-related actions in routine caregiving interactions. Method: Using multimodal conversation analysis, video recordings of interactions between Taiwanese residents and caregivers from Taiwan and Vietnam are analyzed. Results: ‘Where are you going?’ accomplishes the following institutional actions: this turn signals residents’ actions as problematic; simultaneously, it aims to halt residents’ actions, draw residents’ attention, and/or hold residents accountable for their actions. Residents respond in one of four ways, suggesting their distinct understandings of the same turn: [+/– halt] and [+/– account]. The caregivers’ subsequent actions indicate their institutional orientation as caregivers. In particular, helping the residents to walk or move their bodies relies on resident–caregiver collaboration. Discussion/conclusion: This study demonstrates wandering and its management from an emic (participant-oriented) perspective and presents ‘where are you going?’ as a practical non-pharmacological intervention.
{"title":"‘Where are you going?’","authors":"Yu-han Lin","doi":"10.1558/jircd.24436","DOIUrl":"https://doi.org/10.1558/jircd.24436","url":null,"abstract":"Background: This study examines caregivers’ use of ‘where are you going?’ in Mandarin and Taiwanese to address residents’ wandering-related actions in routine caregiving interactions.\u0000Method: Using multimodal conversation analysis, video recordings of interactions between Taiwanese residents and caregivers from Taiwan and Vietnam are analyzed.\u0000Results: ‘Where are you going?’ accomplishes the following institutional actions: this turn signals residents’ actions as problematic; simultaneously, it aims to halt residents’ actions, draw residents’ attention, and/or hold residents accountable for their actions. Residents respond in one of four ways, suggesting their distinct understandings of the same turn: [+/– halt] and [+/– account]. The caregivers’ subsequent actions indicate their institutional orientation as caregivers. In particular, helping the residents to walk or move their bodies relies on resident–caregiver collaboration.\u0000Discussion/conclusion: This study demonstrates wandering and its management from an emic (participant-oriented) perspective and presents ‘where are you going?’ as a practical non-pharmacological intervention.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41686945","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 considerable body of research has concentrated on pragmatic competencies in the context of autism spectrum disorder. In contrast to experimental settings, which usually adopt deficit-oriented perspectives of autistic people’s communicative behavior, studies using a methodological approach informed by conversation analysis (CA) also highlight pragmatic abilities, and reveal the relevance of situated context and collaborative actions with co-participants in which pragmatic competencies can be observed. Building on this strand of research, this article aims to analyze and compare specific pragmatic competencies in different settings. Method: The investigation is based on video recordings of two autistic children in family and therapy settings. The analytical process is informed by CA and multimodal interaction analysis. It focuses on sequences in which atypical pragmatic behavior occurs, and specifically on the interactional uptake of the atypical behavior by the different conversational partners. Results: The analysis suggests a link between the respective interactional setting and the interactional uptake of atypical pragmatic behavior. This is shown in the case of both autistic children. The therapists’ uptakes are explicit and critically examine the children’s atypical pragmatic behavior, thereby focusing on form, whereas the family members’ uptakes are implicit, with a focus on conversational content. These two types of uptakes have different effects on the flow of ongoing conversation: only the therapists’ uptakes lead to an interruption followed by a side sequence. Discussion/conclusion: Because of the effects that interlocutors’ uptakes have on the conversational flow, the autistic children appear pragmatically more or less competent. The results indicate that pragmatic competence should not simply be seen as a personal trait, but also as a mutually accomplished, co-constructed, and context-dependent phenomenon. This interaction-centered – in contrast to person-centered – view of pragmatic competence is accompanied by a shift of perspective in the assessment of pragmatic competencies and possible interventions.
{"title":"co-construction of pragmatic competencies in different settings","authors":"Lisa Vössing, Friederike Kern","doi":"10.1558/jircd.24423","DOIUrl":"https://doi.org/10.1558/jircd.24423","url":null,"abstract":"Background: A considerable body of research has concentrated on pragmatic competencies in the context of autism spectrum disorder. In contrast to experimental settings, which usually adopt deficit-oriented perspectives of autistic people’s communicative behavior, studies using a methodological approach informed by conversation analysis (CA) also highlight pragmatic abilities, and reveal the relevance of situated context and collaborative actions with co-participants in which pragmatic competencies can be observed. Building on this strand of research, this article aims to analyze and compare specific pragmatic competencies in different settings.\u0000Method: The investigation is based on video recordings of two autistic children in family and therapy settings. The analytical process is informed by CA and multimodal interaction analysis. It focuses on sequences in which atypical pragmatic behavior occurs, and specifically on the interactional uptake of the atypical behavior by the different conversational partners.\u0000Results: The analysis suggests a link between the respective interactional setting and the interactional uptake of atypical pragmatic behavior. This is shown in the case of both autistic children. The therapists’ uptakes are explicit and critically examine the children’s atypical pragmatic behavior, thereby focusing on form, whereas the family members’ uptakes are implicit, with a focus on conversational content. These two types of uptakes have different effects on the flow of ongoing conversation: only the therapists’ uptakes lead to an interruption followed by a side sequence.\u0000Discussion/conclusion: Because of the effects that interlocutors’ uptakes have on the conversational flow, the autistic children appear pragmatically more or less competent. The results indicate that pragmatic competence should not simply be seen as a personal trait, but also as a mutually accomplished, co-constructed, and context-dependent phenomenon. This interaction-centered – in contrast to person-centered – view of pragmatic competence is accompanied by a shift of perspective in the assessment of pragmatic competencies and possible interventions.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421651","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}
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