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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Background: This study shows how the use of wheelchairs due to mobility impairment influences the configuration of interactional spaces and the initiation of conversation. It takes as a case in point the spatial arrangements and interactions between sports students using wheelchairs and their co-participants in a Danish sports high school. Method: Using the framework of research into ethnomethodological conversation analysis (EMCA) in atypical multimodal interaction, this study demonstrates how co-participants with and without impairments consider factors such as the position, size, design, and maneuverability of the wheelchair when they configure interactional spaces and organize conversational beginnings, and how the bodily orientation of the wheelchair user toward a specific physical environment and space is also taken into account. Furthermore, the co-participants’ conversation is adapted to fit these arrangements. The study describes features of spatial configurations that apply irrespective of the presence, type, and degree of disability in speech, language, and communication among the co-participants. The study draws on 10 hours of video recordings. Results and conclusion: The study indicates a need to investigate everyday conversation in its natural surroundings. Detailed descriptions of how co-participants draw upon available material, technological, and bodied ‘modes’ as resources may re-specify our understanding of aspects of conversations when impairments are involved.
{"title":"Analyzing interaction involving wheelchairs","authors":"Gitte Rasmussen","doi":"10.1558/jircd.25573","DOIUrl":"https://doi.org/10.1558/jircd.25573","url":null,"abstract":"Background: This study shows how the use of wheelchairs due to mobility impairment influences the configuration of interactional spaces and the initiation of conversation. It takes as a case in point the spatial arrangements and interactions between sports students using wheelchairs and their co-participants in a Danish sports high school.\u0000Method: Using the framework of research into ethnomethodological conversation analysis (EMCA) in atypical multimodal interaction, this study demonstrates how co-participants with and without impairments consider factors such as the position, size, design, and maneuverability of the wheelchair when they configure interactional spaces and organize conversational beginnings, and how the bodily orientation of the wheelchair user toward a specific physical environment and space is also taken into account. Furthermore, the co-participants’ conversation is adapted to fit these arrangements. The study describes features of spatial configurations that apply irrespective of the presence, type, and degree of disability in speech, language, and communication among the co-participants. The study draws on 10 hours of video recordings.\u0000Results and conclusion: The study indicates a need to investigate everyday conversation in its natural surroundings. Detailed descriptions of how co-participants draw upon available material, technological, and bodied ‘modes’ as resources may re-specify our understanding of aspects of conversations when impairments are involved.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49449312","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: In this article, we analyze a group therapy session involving four 11- to 13-year-old French-speaking boys with autism spectrum disorder (ASD) and their two female therapists. We focus on speaking turns in which the therapists reformulate the contents of a preceding turn produced by a child. Method: Methodologically, the study is based mainly on conversation analysis. Results: The analyses show that the therapists clearly aim to achieve meaningful learning outcomes with regard to the topic of conversation, and the reformulations constitute an essential tool in this process. Most often, reformulations are used to provide a more compact and more effective formulation of the turn in terms of the topic of conversation. Sometimes, a reformulation is used to assist a speaker who is experiencing problems with the formulation of their utterances. The reformulations also often include signs of approval and constitute positive feedback for the children. In some contexts, for example, in the case of turns including sensitive content, reformulations can constitute a strategy of avoiding repetition.
{"title":"Interactional functions of therapists’ reformulations in a group session involving French-speaking children with autism spectrum disorder","authors":"M. Wiklund, Simo K. Määttä","doi":"10.1558/jircd.24413","DOIUrl":"https://doi.org/10.1558/jircd.24413","url":null,"abstract":"Background: In this article, we analyze a group therapy session involving four 11- to 13-year-old French-speaking boys with autism spectrum disorder (ASD) and their two female therapists. We focus on speaking turns in which the therapists reformulate the contents of a preceding turn produced by a child.\u0000Method: Methodologically, the study is based mainly on conversation analysis.\u0000Results: The analyses show that the therapists clearly aim to achieve meaningful learning outcomes with regard to the topic of conversation, and the reformulations constitute an essential tool in this process. Most often, reformulations are used to provide a more compact and more effective formulation of the turn in terms of the topic of conversation. Sometimes, a reformulation is used to assist a speaker who is experiencing problems with the formulation of their utterances. The reformulations also often include signs of approval and constitute positive feedback for the children. In some contexts, for example, in the case of turns including sensitive content, reformulations can constitute a strategy of avoiding repetition.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43575064","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: Typically understood as a symptom of a speech disorder, stuttering is the verbal repetition of sounds, words, or phrases that suspend the progression of a speaker’s turn. Method: Using conversation analysis, over 180 phrasal multisyllabic stutters were found in audio recordings of peer telephone support in the United States. Results: Most phrasal stutters arise from early, within-turn indicators of potential sequential, semantic, or syntactic trouble. Typically produced with quick pacing, the stutters are varied, including the latching of sounds across words, abbreviated words, word blends, and/or unintelligible sounds. Elongated or cut-off sounds often indicate the seeming end of a stutter, with either abandonment or a typically fluent completion of a current turn occurring upon a stutter’s conclusion. Importantly, the other interactant never interrupts or completes the stutter. Discussion/conclusion: These findings contradict prior conversation analytic studies of stutters and describe stuttering as a normalized everyday action, where speakers can successfully navigate disfluency to reach eventual fluency.
{"title":"Destigmatizing disfluency","authors":"C. Pudlinski, Rachel S. Y. Chen","doi":"10.1558/jircd.24376","DOIUrl":"https://doi.org/10.1558/jircd.24376","url":null,"abstract":"Background: Typically understood as a symptom of a speech disorder, stuttering is the verbal repetition of sounds, words, or phrases that suspend the progression of a speaker’s turn.\u0000Method: Using conversation analysis, over 180 phrasal multisyllabic stutters were found in audio recordings of peer telephone support in the United States.\u0000Results: Most phrasal stutters arise from early, within-turn indicators of potential sequential, semantic, or syntactic trouble. Typically produced with quick pacing, the stutters are varied, including the latching of sounds across words, abbreviated words, word blends, and/or unintelligible sounds. Elongated or cut-off sounds often indicate the seeming end of a stutter, with either abandonment or a typically fluent completion of a current turn occurring upon a stutter’s conclusion. Importantly, the other interactant never interrupts or completes the stutter.\u0000Discussion/conclusion: These findings contradict prior conversation analytic studies of stutters and describe stuttering as a normalized everyday action, where speakers can successfully navigate disfluency to reach eventual fluency.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45331902","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 aims to identify the evidence-based teaching programs regarding communication and interaction that underpin Swedish compulsory schools for pupils with intellectual disabilities (ID). Method: This quantitative census survey fills a gap in the existing research literature, in that all qualified teachers in the schools report on the use of evidence-based teaching programs regarding communication and interaction for pupils with ID. Results: Only a small proportion of the teachers received any formal teacher training on evidence-based teaching programs or participated in any continuing professional development (CPD) on these programs. We also evidenced a teaching gap among Swedish special schools, as commonly used teaching programs differ within Swedish compulsory schools for pupils with ID. In addition, some commonly used teaching programs do not always promote interaction and learning for pupils. Discussion/conclusion: The teaching profession is in need of scientific guidance, in order to create evidence-based teaching practice for pupils with ID, which should be a focus of future studies.
{"title":"Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities","authors":"Jörgen Frostlund, Pia M Nordgren","doi":"10.1558/jircd.23205","DOIUrl":"https://doi.org/10.1558/jircd.23205","url":null,"abstract":"Background: This study aims to identify the evidence-based teaching programs regarding communication and interaction that underpin Swedish compulsory schools for pupils with intellectual disabilities (ID).\u0000Method: This quantitative census survey fills a gap in the existing research literature, in that all qualified teachers in the schools report on the use of evidence-based teaching programs regarding communication and interaction for pupils with ID.\u0000Results: Only a small proportion of the teachers received any formal teacher training on evidence-based teaching programs or participated in any continuing professional development (CPD) on these programs. We also evidenced a teaching gap among Swedish special schools, as commonly used teaching programs differ within Swedish compulsory schools for pupils with ID. In addition, some commonly used teaching programs do not always promote interaction and learning for pupils.\u0000Discussion/conclusion: The teaching profession is in need of scientific guidance, in order to create evidence-based teaching practice for pupils with ID, which should be a focus of future studies.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42329642","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}
M. Matérne, Charlotta Plejert, A. Frank, Jessica Bui, K. Ridder, Camilla Warnicke
Background: Structured water-dance intervention (SWAN) is an aquatic method customized for adults with profound intellectual and multiple disabilities (PIMD). The aims are to describe and discuss how the SWAN program intervention leader, instructors, and support persons (i.e., the staff) co-operate and facilitate interaction with participants with intellectual and multiple disabilities (IMD), and to identify expressions of emotion by the participants during a SWAN. Method: Video recordings of the interactions were analyzed based on dialogical theory and conversation analysis (CA). Results: The analysis showed that SWAN can be described as an institutional activity, on the one hand governed by an overall, pre-planned structure, and on the other hand affected by the moment-by-moment co-operation and interaction between participants and the staff as the intervention is taking place; also, how several emotional expressions by the participants are responded to by the staff. Conclusions: In interaction during the SWAN, the participants are considered as competent interaction partners, and their multimodal expressions are taken into account by the support persons, instructors, and intervention leader through adaptation to the activity.
{"title":"Interaction and multimodal expressions in a water-dance intervention for adults with intellectual and multiple disabilities","authors":"M. Matérne, Charlotta Plejert, A. Frank, Jessica Bui, K. Ridder, Camilla Warnicke","doi":"10.1558/jircd.22678","DOIUrl":"https://doi.org/10.1558/jircd.22678","url":null,"abstract":"Background: Structured water-dance intervention (SWAN) is an aquatic method customized for adults with profound intellectual and multiple disabilities (PIMD). The aims are to describe and discuss how the SWAN program intervention leader, instructors, and support persons (i.e., the staff) co-operate and facilitate interaction with participants with intellectual and multiple disabilities (IMD), and to identify expressions of emotion by the participants during a SWAN.\u0000Method: Video recordings of the interactions were analyzed based on dialogical theory and conversation analysis (CA).\u0000Results: The analysis showed that SWAN can be described as an institutional activity, on the one hand governed by an overall, pre-planned structure, and on the other hand affected by the moment-by-moment co-operation and interaction between participants and the staff as the intervention is taking place; also, how several emotional expressions by the participants are responded to by the staff.\u0000Conclusions: In interaction during the SWAN, the participants are considered as competent interaction partners, and their multimodal expressions are taken into account by the support persons, instructors, and intervention leader through adaptation to the activity.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49583300","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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