Objective: It has been widely accepted that positive identity construction after traumatic brain injury (TBI) results in better rehabilitation outcomes. However, there is limited information available on the linguistic resources that individuals use to construct such identities, and how the context in which they are communicating may influence this construction of self. This research uses the tools of systemic functional linguistics to examine the linguistic construction of identity in an individual with moderate-severe chronic TBI. Method: The individual participated in two different conversations, one with a male stranger and the other with a female brain injury researcher, and the conversation transcripts were analyzed using tools of systemic functional linguistics. Results: The identities communicated and linguistic construction of self in both contexts had many similarities. In both conversations, the participant presented a positive perspective of his post brain injury life, and he described similar relationships. Nevertheless, there were also noteworthy differences. With the stranger, he distanced himself from the topic of the injury by not discussing his pre-injury self or his injury-related difficulties. However, with the researcher, he contrasted a negative pre-injury persona with his current, improved post-injury self. Additionally, when conveying information about his relationships to the stranger he projected a more powerful and in-charge identity than with the researcher. Discussion: An analysis of language using systemic functional linguistics can reveal important information about how individuals communicate their identity. Additionally, the identities communicated can be highly variable depending on the conversation partner, the context of the interaction, and sociocultural gender norms. Conclusion: The results suggest that contextual influences on identity construction have important clinical implications for rehabilitation.
{"title":"influence of context on identity construction after traumatic brain injury","authors":"L. Keegan, N. Müller","doi":"10.1558/jircd.21020","DOIUrl":"https://doi.org/10.1558/jircd.21020","url":null,"abstract":"Objective: It has been widely accepted that positive identity construction after traumatic brain injury (TBI) results in better rehabilitation outcomes. However, there is limited information available on the linguistic resources that individuals use to construct such identities, and how the context in which they are communicating may influence this construction of self. This research uses the tools of systemic functional linguistics to examine the linguistic construction of identity in an individual with moderate-severe chronic TBI.\u0000Method: The individual participated in two different conversations, one with a male stranger and the other with a female brain injury researcher, and the conversation transcripts were analyzed using tools of systemic functional linguistics.\u0000Results: The identities communicated and linguistic construction of self in both contexts had many similarities. In both conversations, the participant presented a positive perspective of his post brain injury life, and he described similar relationships. Nevertheless, there were also noteworthy differences. With the stranger, he distanced himself from the topic of the injury by not discussing his pre-injury self or his injury-related difficulties. However, with the researcher, he contrasted a negative pre-injury persona with his current, improved post-injury self. Additionally, when conveying information about his relationships to the stranger he projected a more powerful and in-charge identity than with the researcher.\u0000Discussion: An analysis of language using systemic functional linguistics can reveal important information about how individuals communicate their identity. Additionally, the identities communicated can be highly variable depending on the conversation partner, the context of the interaction, and sociocultural gender norms.\u0000Conclusion: The results suggest that contextual influences on identity construction have important clinical implications for rehabilitation.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45593129","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: The purpose of this exploratory study was to describe the feelings about and attitudes toward stuttering expressed in the narrative responses of a large sample of adults who stutter. Method: Eighty-eight adults who stutter answered an online survey questionnaire on their feelings about their stuttering. Thematic analysis was conducted to investigate the individual nuances of each participant’s response, which gave rise to general themes across the sample. Results: Five major themes emerged from participants’ responses regarding their feelings about their stuttering: (I) negative feelings about stuttering; (II) negative attitudes toward stuttering; (III) negative impact on quality of life; (IV) the acceptance spectrum; and (V) exclusively positive feelings and attitudes about stuttering. Negative feelings included embarrassment and shame, frustration, and grief, while negative attitudes were hatred, dislike, and annoyance. Stuttering’s negative impact on participants’ lives in general as well as on specific aspects such as job interviews were described. Participants reported varying degrees of acceptance, highlighting that acceptance is not an ‘all or nothing’ phenomenon. Examples of positive feelings were confidence and comfort. Conclusion: The vast majority of participants included negatively charged elements in their responses, and acceptance was largely described as being a fluid phenomenon, regardless of participants’ ages. Findings indicate clinical implications for addressing feelings, attitudes, and acceptance across the lifespan.
{"title":"Feelings and the acceptance spectrum in adult stuttering","authors":"Angela M. Medina, Gretel Perez","doi":"10.1558/jircd.21174","DOIUrl":"https://doi.org/10.1558/jircd.21174","url":null,"abstract":"Purpose: The purpose of this exploratory study was to describe the feelings about and attitudes toward stuttering expressed in the narrative responses of a large sample of adults who stutter.\u0000Method: Eighty-eight adults who stutter answered an online survey questionnaire on their feelings about their stuttering. Thematic analysis was conducted to investigate the individual nuances of each participant’s response, which gave rise to general themes across the sample.\u0000Results: Five major themes emerged from participants’ responses regarding their feelings about their stuttering: (I) negative feelings about stuttering; (II) negative attitudes toward stuttering; (III) negative impact on quality of life; (IV) the acceptance spectrum; and (V) exclusively positive feelings and attitudes about stuttering. Negative feelings included embarrassment and shame, frustration, and grief, while negative attitudes were hatred, dislike, and annoyance. Stuttering’s negative impact on participants’ lives in general as well as on specific aspects such as job interviews were described. Participants reported varying degrees of acceptance, highlighting that acceptance is not an ‘all or nothing’ phenomenon. Examples of positive feelings were confidence and comfort.\u0000Conclusion: The vast majority of participants included negatively charged elements in their responses, and acceptance was largely described as being a fluid phenomenon, regardless of participants’ ages. Findings indicate clinical implications for addressing feelings, attitudes, and acceptance across the lifespan.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44989831","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}
Michael Azios, M. Stamatis, Thales De Nardo, J. Tetnowski
Objective: The aims of this investigation were to explore (a) the experiences of women who stutter in university settings; (b) the impact of stuttering related to the emotions attached to stuttering; (c) the impact of stuttering on relationships for women; and (d) coping and management of stuttering within the university setting. Method: Interpretive phenomenological analysis was used to understand the lived experiences of women who stutter when attending university. In-depth semi-structured interviews were collected from seven women who stutter and subjected to inductive analysis. Results: Qualitative data analysis indicated that participants reported four themes related to their university experiences: ‘Role of support’; ‘Client-centered therapy’; ‘Role of authoritative figures’; and ‘The stuttering stereotype exists.’ Discussion: Women are presented with unique challenges while attending university, as they must combat stereotypes related to stuttering and being a woman, and they must also overcome the related obstacles. Conclusions: There is much work to be done in the university setting, in order to change how people who stutter are portrayed and how stuttering is perceived. These data point toward the need for advocacy training within the university setting, and for more holistic approaches to be utilized in stuttering intervention.
{"title":"impact of stuttering in the university","authors":"Michael Azios, M. Stamatis, Thales De Nardo, J. Tetnowski","doi":"10.1558/jircd.21456","DOIUrl":"https://doi.org/10.1558/jircd.21456","url":null,"abstract":"Objective: The aims of this investigation were to explore (a) the experiences of women who stutter in university settings; (b) the impact of stuttering related to the emotions attached to stuttering; (c) the impact of stuttering on relationships for women; and (d) coping and management of stuttering within the university setting.\u0000Method: Interpretive phenomenological analysis was used to understand the lived experiences of women who stutter when attending university. In-depth semi-structured interviews were collected from seven women who stutter and subjected to inductive analysis.\u0000Results: Qualitative data analysis indicated that participants reported four themes related to their university experiences: ‘Role of support’; ‘Client-centered therapy’; ‘Role of authoritative figures’; and ‘The stuttering stereotype exists.’\u0000Discussion: Women are presented with unique challenges while attending university, as they must combat stereotypes related to stuttering and being a woman, and they must also overcome the related obstacles.\u0000Conclusions: There is much work to be done in the university setting, in order to change how people who stutter are portrayed and how stuttering is perceived. These data point toward the need for advocacy training within the university setting, and for more holistic approaches to be utilized in stuttering intervention.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971526","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}
Objective: Conversation therapy in aphasia is a complex but effective type of intervention aimed at changing the linguistic and non-linguistic behaviors of persons with aphasia and/or their conversational partners. Recent studies have examined the experimental effects of conversation-based intervention and found significant change in targeted conversation strategies used by people with aphasia during therapy contexts. This investigation examines the generalization of therapy effects to naturally occurring conversations outside therapy. Method: The current study uses a conversation analysis framework to examine the generalization of this change to conversations between a person with aphasia and their spouse. Results: Conversation analysis revealed changes in the sequential environment of various strategies that were targeted in conversation-based intervention. Most notably, there was a change in the flexibility and deployment of gesture type and the act of writing as a means of achieving mutual understanding. Discussion: This study adds to the growing body of evidence supporting conversation-based interventions. Qualitative analysis of conversation provides important information on a client’s response to intervention and the generalization of targeted strategies to everyday contexts. Conclusion: Given the nature of complex, collaborative, and unplanned conversation, qualitative approaches allow clinicians and researchers to better understand why clients deploy strategies of interest at various junctures. These types of analyses are vital for understanding if and how meaningful life participation is achieved after skilled intervention.
{"title":"Understanding mechanisms of change after conversation-focused therapy in aphasia","authors":"Jamie H. Azios, Brent E Archer, Jaime B Lee","doi":"10.1558/jircd.21043","DOIUrl":"https://doi.org/10.1558/jircd.21043","url":null,"abstract":"Objective: Conversation therapy in aphasia is a complex but effective type of intervention aimed at changing the linguistic and non-linguistic behaviors of persons with aphasia and/or their conversational partners. Recent studies have examined the experimental effects of conversation-based intervention and found significant change in targeted conversation strategies used by people with aphasia during therapy contexts. This investigation examines the generalization of therapy effects to naturally occurring conversations outside therapy.\u0000Method: The current study uses a conversation analysis framework to examine the generalization of this change to conversations between a person with aphasia and their spouse.\u0000Results: Conversation analysis revealed changes in the sequential environment of various strategies that were targeted in conversation-based intervention. Most notably, there was a change in the flexibility and deployment of gesture type and the act of writing as a means of achieving mutual understanding.\u0000Discussion: This study adds to the growing body of evidence supporting conversation-based interventions. Qualitative analysis of conversation provides important information on a client’s response to intervention and the generalization of targeted strategies to everyday contexts.\u0000Conclusion: Given the nature of complex, collaborative, and unplanned conversation, qualitative approaches allow clinicians and researchers to better understand why clients deploy strategies of interest at various junctures. These types of analyses are vital for understanding if and how meaningful life participation is achieved after skilled intervention.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41543326","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}
Objective: This study investigates and describes the experience of stigma in adults who self-identify as having a lisp. It aims to shed light on and legitimize adults who self-identify as having a lisp through what emerges from their described lived experiences and in terms of minor bodily stigma and models of disability. Method: Data were gathered through qualitative semi-structured interviews with seven self-identified adults who lisp. These interviews were conducted and audio-recorded in person, via Skype, and via a conference call setup, depending on the level of convenience and the preferences of the participants. Interviews were transcribed. Transcript data underwent systematic thematic analysis rooted in qualitative research theory. Results: One overriding theme, three underlying themes, and eight subordinate thematic categories were yielded from the described lived experiences of the participants. Discussion: Results are examined in light of previous stigma literature establishing lisping as a minor bodily stigma, as well as models of disability. The experiences of stigma in adults who self-identify as having a lisp are varied and reflect internalized as well as public stigma. Conclusions: The thorough exploration of emergent themes, requiring layers of repeated analysis and consideration, allows for the investigation, acknowledgement, illumination, and legitimization of the experience of stigma in adults who self-identify as having a lisp.
{"title":"experience of stigma in adults who lisp","authors":"Sarah Lockenvitz, Judith Oxley, J. Tetnowski","doi":"10.1558/jircd.21204","DOIUrl":"https://doi.org/10.1558/jircd.21204","url":null,"abstract":"Objective: This study investigates and describes the experience of stigma in adults who self-identify as having a lisp. It aims to shed light on and legitimize adults who self-identify as having a lisp through what emerges from their described lived experiences and in terms of minor bodily stigma and models of disability.\u0000Method: Data were gathered through qualitative semi-structured interviews with seven self-identified adults who lisp. These interviews were conducted and audio-recorded in person, via Skype, and via a conference call setup, depending on the level of convenience and the preferences of the participants. Interviews were transcribed. Transcript data underwent systematic thematic analysis rooted in qualitative research theory.\u0000Results: One overriding theme, three underlying themes, and eight subordinate thematic categories were yielded from the described lived experiences of the participants.\u0000Discussion: Results are examined in light of previous stigma literature establishing lisping as a minor bodily stigma, as well as models of disability. The experiences of stigma in adults who self-identify as having a lisp are varied and reflect internalized as well as public stigma.\u0000Conclusions: The thorough exploration of emergent themes, requiring layers of repeated analysis and consideration, allows for the investigation, acknowledgement, illumination, and legitimization of the experience of stigma in adults who self-identify as having a lisp.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46840296","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}
Objective: This present study investigates first and second saying in aphasic conversations to demonstrate the ability of qualitative methodologies (in this case conversation analysis) to study the ways in which persons with aphasia achieve conversation success through verbal repetition in the form of first and second sayings. Method: For this explorative case study, the author drew on data from AphasiaBank, a multimedia database of discourse samples gathered from individuals with aphasia and from healthy controls. Using the framework of conversation analysis, the author discusses its position, composition, and action. Results: We demonstrated the role of the practice of recycling elements of one’s own prior utterances in building socially meaningful action, presenting an image of the speaker with aphasia as someone who is competently and confidently managing throughout her impairment. Discussion: The author discusses the potential of conversation analytical techniques as tools to study the complex phenomenon of conversation as the primary vehicle for human social action. Conclusion: Through the study of ‘first saying and second saying’ in aphasic conversation, this study contributes to our understanding of how persons with aphasia strategically employ their limited linguistic resources to negotiate meaning and social action.
{"title":"First saying and second saying in aphasic conversations","authors":"Ruixia Yan","doi":"10.1558/jircd.21164","DOIUrl":"https://doi.org/10.1558/jircd.21164","url":null,"abstract":"Objective: This present study investigates first and second saying in aphasic conversations to demonstrate the ability of qualitative methodologies (in this case conversation analysis) to study the ways in which persons with aphasia achieve conversation success through verbal repetition in the form of first and second sayings.\u0000Method: For this explorative case study, the author drew on data from AphasiaBank, a multimedia database of discourse samples gathered from individuals with aphasia and from healthy controls. Using the framework of conversation analysis, the author discusses its position, composition, and action.\u0000Results: We demonstrated the role of the practice of recycling elements of one’s own prior utterances in building socially meaningful action, presenting an image of the speaker with aphasia as someone who is competently and confidently managing throughout her impairment.\u0000Discussion: The author discusses the potential of conversation analytical techniques as tools to study the complex phenomenon of conversation as the primary vehicle for human social action.\u0000Conclusion: Through the study of ‘first saying and second saying’ in aphasic conversation, this study contributes to our understanding of how persons with aphasia strategically employ their limited linguistic resources to negotiate meaning and social action.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106645","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}
Introduction: Typical speakers use various explicit practices for selecting a next speaker in everyday conversations, but little is known about how explicit next speaker selection is accomplished by people with aphasia and their conversation partners, nor the effects of aphasia on this aspect of conversation. Method: This study explores explicit next speaker selection in Indonesian multiparty conversations involving people with aphasia. A total of 150 minutes of conversation were analyzed using conversation analysis, focusing on a set of 208 questions. Results: People with aphasia relied on gaze and tacit resources to select next speakers. They also failed to secure uptake of their questions despite successful selection. When they are selected as next speaker, people with aphasia also experienced difficulty participating effectively. Discussion and conclusion: Selecting people with aphasia as next speakers can cause their linguistic competence to be topicalized and may result in their failing to develop a fitted response to the question. The findings of the present study offer some potential new directions for measuring conversations involving people with aphasia.
{"title":"Aphasia and explicit next speaker selection","authors":"Fakry Hamdani, Scott Barnes","doi":"10.1558/jircd.20512","DOIUrl":"https://doi.org/10.1558/jircd.20512","url":null,"abstract":"Introduction: Typical speakers use various explicit practices for selecting a next speaker in everyday conversations, but little is known about how explicit next speaker selection is accomplished by people with aphasia and their conversation partners, nor the effects of aphasia on this aspect of conversation.\u0000Method: This study explores explicit next speaker selection in Indonesian multiparty conversations involving people with aphasia. A total of 150 minutes of conversation were analyzed using conversation analysis, focusing on a set of 208 questions.\u0000Results: People with aphasia relied on gaze and tacit resources to select next speakers. They also failed to secure uptake of their questions despite successful selection. When they are selected as next speaker, people with aphasia also experienced difficulty participating effectively.\u0000Discussion and conclusion: Selecting people with aphasia as next speakers can cause their linguistic competence to be topicalized and may result in their failing to develop a fitted response to the question. The findings of the present study offer some potential new directions for measuring conversations involving people with aphasia.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45472921","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: When staff engage with service users who have a learning disability, much of the interaction is given over to requests, orders, and directives. In this article, we argue that the exact manner in which staff carry out instructions displays a notably distinct construction of the service user’s abilities and entitlements. Method: We analyze two examples using conversation analysis, the fine-grained inspection of spontaneous interaction. Results: In an episode from a supported residential setting, we see the care staff issue instructions which effectively treat the resident as unable to carry out a task independently (in spite of evidence to the contrary); while in a horticultural therapy setting, staff treat a service user faced with a similar task as being competent – but temporarily unwilling. Discussion and conclusion: These examples reveal, at the fine grain of conversational exchange, the practices used by staff to carry out the custodial requirements of residential care versus the objectives of engendering agency and self-confidence in a more therapeutic setting.
{"title":"Contrasting strategies for supporting service users in carrying out a routine task","authors":"C. Antaki, Charlotte Russell","doi":"10.1558/jircd.21241","DOIUrl":"https://doi.org/10.1558/jircd.21241","url":null,"abstract":"Background: When staff engage with service users who have a learning disability, much of the interaction is given over to requests, orders, and directives. In this article, we argue that the exact manner in which staff carry out instructions displays a notably distinct construction of the service user’s abilities and entitlements.\u0000Method: We analyze two examples using conversation analysis, the fine-grained inspection of spontaneous interaction.\u0000Results: In an episode from a supported residential setting, we see the care staff issue instructions which effectively treat the resident as unable to carry out a task independently (in spite of evidence to the contrary); while in a horticultural therapy setting, staff treat a service user faced with a similar task as being competent – but temporarily unwilling.\u0000Discussion and conclusion: These examples reveal, at the fine grain of conversational exchange, the practices used by staff to carry out the custodial requirements of residential care versus the objectives of engendering agency and self-confidence in a more therapeutic setting.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48918036","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: Topic perseveration is often considered to be an autistic trait observable in more verbally able individuals with autism. However, the phenomenon has been subject to little empirical research. The aim of the present article is to explore the organization of perseverative talk within the context of autistic storytellings. Method: A conversation analytic approach offers insights into the ways in which two adults with autism initiate, develop, and pursue storytellings in naturally occurring interactions. Moreover, the co-participants’ management of the apparently perseverative autistic talk is brought into focus. Results: The findings show that the two storytellings investigated here are successfully launched and initiated with a subtle sensitivity to the local environments of the ongoing interaction. Furthermore, the adults with autism develop and pursue their tellings with an orientation to the co-participants’ display of structural support of the storytelling activity (alignment). However, the autistic tellers pursue their stories despite recipients’ display of disinterest in their projects (disaffiliation). In both cases, story closure is initiated by the recipients, who treat the tellings as sequentially non-implicative actions. Discussion/conclusion: The findings propose that perseverative storytellings are locally and collaboratively managed social activities, developed on a turn-by-turn basis in natural interaction. The study argues that recipients’ feedback, both mid-telling and post-telling, contributes to the perseverative character of the tellings. This interpersonal approach to perseveration suggests that the most common intrapersonal conceptualizations of the phenomenon need to be refined to some extent.
{"title":"Perseverative storytelling in autism as an interactional phenomenon","authors":"Christina Emborg","doi":"10.1558/jircd.20431","DOIUrl":"https://doi.org/10.1558/jircd.20431","url":null,"abstract":"Background: Topic perseveration is often considered to be an autistic trait observable in more verbally able individuals with autism. However, the phenomenon has been subject to little empirical research. The aim of the present article is to explore the organization of perseverative talk within the context of autistic storytellings.\u0000Method: A conversation analytic approach offers insights into the ways in which two adults with autism initiate, develop, and pursue storytellings in naturally occurring interactions. Moreover, the co-participants’ management of the apparently perseverative autistic talk is brought into focus.\u0000Results: The findings show that the two storytellings investigated here are successfully launched and initiated with a subtle sensitivity to the local environments of the ongoing interaction. Furthermore, the adults with autism develop and pursue their tellings with an orientation to the co-participants’ display of structural support of the storytelling activity (alignment). However, the autistic tellers pursue their stories despite recipients’ display of disinterest in their projects (disaffiliation). In both cases, story closure is initiated by the recipients, who treat the tellings as sequentially non-implicative actions.\u0000Discussion/conclusion: The findings propose that perseverative storytellings are locally and collaboratively managed social activities, developed on a turn-by-turn basis in natural interaction. The study argues that recipients’ feedback, both mid-telling and post-telling, contributes to the perseverative character of the tellings. This interpersonal approach to perseveration suggests that the most common intrapersonal conceptualizations of the phenomenon need to be refined to some extent.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42415652","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 further the understanding of communication involving people with late-stage dementia by highlighting assisted eating as an interactive joint activity. Assisted eating is, on the surface, primarily a care activity with the purpose of feeding the assisted person and thereby facilitating nutritional uptake. Helping someone to eat requires, nevertheless, fine-grained communication and co-ordination of both attention and embodied actions. Method: Using video recordings where a person with late-stage dementia is provided with assistance to eat, we show how assisted eating is sequentially organized into smaller, local communicative projects, and how each project’s completion is contingent upon the temporal co-ordination of the participants’ attention and embodied actions. Results: The analysis shows how actions necessary to carry out the eating (e.g., manipulating the food, bringing the food to the mouth) are also inherently communicative and achieved through an embodied participation framework. Discussion/conclusion: Our findings show that while the caregiving staff perform most of the actions required in the assisted eating, the person with dementia is a central agent whose actions – displays of engagement and disengagement – are decisive for the progression of the eating activity and play central roles in the interactive achievement of the activity.
{"title":"Assisted eating as a communicative activity","authors":"Anna Ekström, A. Majlesi, L. Hydén","doi":"10.1558/jircd.21255","DOIUrl":"https://doi.org/10.1558/jircd.21255","url":null,"abstract":"Background: This study aims to further the understanding of communication involving people with late-stage dementia by highlighting assisted eating as an interactive joint activity. Assisted eating is, on the surface, primarily a care activity with the purpose of feeding the assisted person and thereby facilitating nutritional uptake. Helping someone to eat requires, nevertheless, fine-grained communication and co-ordination of both attention and embodied actions.\u0000Method: Using video recordings where a person with late-stage dementia is provided with assistance to eat, we show how assisted eating is sequentially organized into smaller, local communicative projects, and how each project’s completion is contingent upon the temporal co-ordination of the participants’ attention and embodied actions.\u0000Results: The analysis shows how actions necessary to carry out the eating (e.g., manipulating the food, bringing the food to the mouth) are also inherently communicative and achieved through an embodied participation framework.\u0000Discussion/conclusion: Our findings show that while the caregiving staff perform most of the actions required in the assisted eating, the person with dementia is a central agent whose actions – displays of engagement and disengagement – are decisive for the progression of the eating activity and play central roles in the interactive achievement of the activity.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46257008","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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