Introduction: Research on the discursive construction and representation of dementia has mainly focused on often problematic public mainstream discourses in which persons living with dementia (PWD) and their family care partners (FCPs) usually do not get a voice. This study aims to highlight differences between public mainstream and FCPs’ discourses, in order to provide a more differentiated picture based on detailed linguistic analysis. Method: The study analyzes FCPs’ discursive construction of PWD and their own role in the caring process in forum interaction in Talking Point, a public support platform managed by the Alzheimer’s Society (UK). The study applies a combination of categories well established in qualitative (Critical) Discourse Analysis, namely, semantic topoi and the so far less often utilized semantic category of clusivity. Results: The study reveals that FCPs, although resorting to some of the problematic mainstream discourses, exploit a more finely grained range of lifeward-oriented alternative discourses contesting dominating mainstream discourses.
{"title":"Constructing dementia in discourse","authors":"Sonja Kleinke","doi":"10.1558/jircd.20401","DOIUrl":"https://doi.org/10.1558/jircd.20401","url":null,"abstract":"Introduction: Research on the discursive construction and representation of dementia has mainly focused on often problematic public mainstream discourses in which persons living with dementia (PWD) and their family care partners (FCPs) usually do not get a voice. This study aims to highlight differences between public mainstream and FCPs’ discourses, in order to provide a more differentiated picture based on detailed linguistic analysis.\u0000Method: The study analyzes FCPs’ discursive construction of PWD and their own role in the caring process in forum interaction in Talking Point, a public support platform managed by the Alzheimer’s Society (UK). The study applies a combination of categories well established in qualitative (Critical) Discourse Analysis, namely, semantic topoi and the so far less often utilized semantic category of clusivity.\u0000Results: The study reveals that FCPs, although resorting to some of the problematic mainstream discourses, exploit a more finely grained range of lifeward-oriented alternative discourses contesting dominating mainstream discourses.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620306","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: The rapid online expansion of social media can decrease social isolation for both caregivers and persons with dementia (PWD) through the digital communities they create. Background: PWD and their caregivers are increasingly turning to social media to express their own concerns and offer advice to each other. Material analyzed: Multimodal methods were used to analyze three online sites – two caregiver sites and one site for PWD. The sites are StoryCall, a video archive recorded by South Carolina caregivers about caring for US veterans with dementia; Molly and Joey, a video series of Joey’s interactions with his mother Molly, who had Lewy body dementia; and Dementia Diaries, oral diaries transcribed by volunteers. Results: The topics discussed online by people who wish to advise caregivers often differ from the issues and topics that most concern or interest caregivers. Persons with dementia openly shared that they still wished to live as well as possible and wanted to be seen as real people. Implications and conclusions: Through social media, PWD remind themselves and others that they are more than their condition; similarly, caregivers of PWD educate themselves and others through sharing experiences and asking questions.
导读:社交媒体的快速在线扩展可以通过护理人员和痴呆症患者创建的数字社区减少他们的社会孤立。背景:残疾人士及其照顾者越来越多地利用社交媒体来表达自己的担忧，并相互提供建议。资料分析:采用多模式方法分析三个在线网站-两个护理者网站和一个PWD网站。这两个网站分别是StoryCall，这是一个由南卡罗来纳州护理人员录制的关于照顾患有痴呆症的美国退伍军人的视频档案;《莫莉和乔伊》(Molly and Joey)系列视频，记录了乔伊与患有路易体痴呆的母亲莫莉(Molly)的互动;痴呆日记，由志愿者记录的口头日记。结果:在线讨论的主题，谁希望建议照顾者往往不同的问题和主题，最关心或感兴趣的照顾者。痴呆症患者公开表示，他们仍然希望生活得尽可能好，并希望被视为真正的人。影响和结论:通过社交媒体，残疾人提醒自己和他人，他们不仅仅是他们的状况;同样，残疾人士护理人员也通过分享经验和提问来教育自己和他人。
{"title":"Digital outreach in online dementia discourse","authors":"Boyd H. Davis, M. Maclagan, C. Pope","doi":"10.1558/jircd.22571","DOIUrl":"https://doi.org/10.1558/jircd.22571","url":null,"abstract":"Introduction: The rapid online expansion of social media can decrease social isolation for both caregivers and persons with dementia (PWD) through the digital communities they create.\u0000Background: PWD and their caregivers are increasingly turning to social media to express their own concerns and offer advice to each other.\u0000Material analyzed: Multimodal methods were used to analyze three online sites – two caregiver sites and one site for PWD. The sites are StoryCall, a video archive recorded by South Carolina caregivers about caring for US veterans with dementia; Molly and Joey, a video series of Joey’s interactions with his mother Molly, who had Lewy body dementia; and Dementia Diaries, oral diaries transcribed by volunteers.\u0000Results: The topics discussed online by people who wish to advise caregivers often differ from the issues and topics that most concern or interest caregivers. Persons with dementia openly shared that they still wished to live as well as possible and wanted to be seen as real people.\u0000Implications and conclusions: Through social media, PWD remind themselves and others that they are more than their condition; similarly, caregivers of PWD educate themselves and others through sharing experiences and asking questions.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41413883","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}
Boyd H. Davis, M. Maclagan, C. Pope, Birte Bös, C. Schneider, Sonja Kleinke
.
{"title":"Introduction to section on dementia","authors":"Boyd H. Davis, M. Maclagan, C. Pope, Birte Bös, C. Schneider, Sonja Kleinke","doi":"10.1558/jircd.21310","DOIUrl":"https://doi.org/10.1558/jircd.21310","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43395201","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}
Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research Edited by T. Stickle (2020) Cham: Palgrave Macmillan, xix + 255pp.
{"title":"Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research Edited by T. Stickle (2020)","authors":"L. Hydén","doi":"10.1558/jircd.22558","DOIUrl":"https://doi.org/10.1558/jircd.22558","url":null,"abstract":"Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research Edited by T. Stickle (2020) Cham: Palgrave Macmillan, xix + 255pp.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42185376","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}
Pathologist of the Mind: Adolf Meyer and the Origins of American Psychiatry By S. D. Lamb (2014) Baltimore: Johns Hopkins University Press, xii + 299pp.
{"title":"Pathologist of the Mind: Adolf Meyer and the Origins of American Psychiatry By S. D. Lamb (2014)","authors":"J. Duchan","doi":"10.1558/jircd.22563","DOIUrl":"https://doi.org/10.1558/jircd.22563","url":null,"abstract":"Pathologist of the Mind: Adolf Meyer and the Origins of American Psychiatry By S. D. Lamb (2014) Baltimore: Johns Hopkins University Press, xii + 299pp.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46770637","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}
Qualitative Research in Communication Disorders: An Introduction for Students and Clinicians Edited by R. Lyons and L. McAllister (2019) Guildford: J & R Press, xxviii + 529pp.
{"title":"Qualitative Research in Communication Disorders: An Introduction for Students and Clinicians Edited by R. Lyons and L. McAllister (2019)","authors":"J. Isaksen","doi":"10.1558/jircd.22554","DOIUrl":"https://doi.org/10.1558/jircd.22554","url":null,"abstract":"Qualitative Research in Communication Disorders: An Introduction for Students and Clinicians Edited by R. Lyons and L. McAllister (2019) Guildford: J & R Press, xxviii + 529pp.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45324034","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: Stylistic differences in language use, as described by sociolinguists, have also been shown to occur in disordered speech and language. In this article, we describe apraxia of speech, and compare stroke-induced and progressive forms of this neurogenic disorder. Method: Audio recordings were made of a client, CS, who had progressive apraxia of speech and progressive nonfluent aphasia. Information from control participants was also available, and use was made of published data from clients with stroke-induced apraxia of speech. Results: A range of results are reported, but in particular the comparative difficulty of spontaneous connected speech as compared to reading or repetition for the client with progressive apraxia of speech. This differed from the findings of those with apraxia of speech from stroke, in that connected speech was much more difficult in the progressive form of the disorder. Discussion/conclusion: We discuss the importance of obtaining a wide range of speech styles when collecting data from clients with a range of communication problems, and how – in the specific case of apraxia of speech – these style differences aid in analysis and diagnosis.
{"title":"Stroke-induced and progressive forms of apraxia of speech","authors":"C. Code, J. Tree, M. Ball","doi":"10.1558/jircd.19782","DOIUrl":"https://doi.org/10.1558/jircd.19782","url":null,"abstract":"Background: Stylistic differences in language use, as described by sociolinguists, have also been shown to occur in disordered speech and language. In this article, we describe apraxia of speech, and compare stroke-induced and progressive forms of this neurogenic disorder.\u0000Method: Audio recordings were made of a client, CS, who had progressive apraxia of speech and progressive nonfluent aphasia. Information from control participants was also available, and use was made of published data from clients with stroke-induced apraxia of speech.\u0000Results: A range of results are reported, but in particular the comparative difficulty of spontaneous connected speech as compared to reading or repetition for the client with progressive apraxia of speech. This differed from the findings of those with apraxia of speech from stroke, in that connected speech was much more difficult in the progressive form of the disorder.\u0000Discussion/conclusion: We discuss the importance of obtaining a wide range of speech styles when collecting data from clients with a range of communication problems, and how – in the specific case of apraxia of speech – these style differences aid in analysis and diagnosis.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021110","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: This qualitative investigation studied children with language disorders engaged in remediation for literacy impairment. Specifically, we studied behavioral interactions between the speech-language pathology students and children when providing literacy intervention. Based on the study results, this article proposes a positive, strengths-based view of avoidance behaviors that re-frames avoidance behaviors used by children as compared to a traditional, deficit-based view. Method: Qualitative methods were employed; specifically, interactional analysis, a process derived from conversation analysis, was employed to analyze video transcripts of children engaged in remediation of literacy impairment. Results and conclusions: This study revealed six types of avoidance behaviors signaling a willingness to persist rather than a desire to quit. These avoidance behaviors include shadowing, delaying, making sound effects, producing related comments, and producing unrelated comments or questions. These behaviors indicate that these children remained engaged in the therapeutic contract, even though they avoided reading. This research indicates a shift in therapeutic perspective. We should view avoidance behaviors not as negative behavior to suppress, but rather as a sign of willingness to persist in the activity. In addition, these findings suggest that avoidance behaviors are signals for increased therapeutic support and shifts in instructional direction. The results suggest that even potentially problematic behaviors, if focused on engaging in the social action at hand, are a sign of motivation to read.
{"title":"Willingness to persist","authors":"Jennifer E. Whited, Jack S. Damico","doi":"10.1558/jircd.21983","DOIUrl":"https://doi.org/10.1558/jircd.21983","url":null,"abstract":"Purpose: This qualitative investigation studied children with language disorders engaged in remediation for literacy impairment. Specifically, we studied behavioral interactions between the speech-language pathology students and children when providing literacy intervention. Based on the study results, this article proposes a positive, strengths-based view of avoidance behaviors that re-frames avoidance behaviors used by children as compared to a traditional, deficit-based view.\u0000Method: Qualitative methods were employed; specifically, interactional analysis, a process derived from conversation analysis, was employed to analyze video transcripts of children engaged in remediation of literacy impairment.\u0000Results and conclusions: This study revealed six types of avoidance behaviors signaling a willingness to persist rather than a desire to quit. These avoidance behaviors include shadowing, delaying, making sound effects, producing related comments, and producing unrelated comments or questions. These behaviors indicate that these children remained engaged in the therapeutic contract, even though they avoided reading. This research indicates a shift in therapeutic perspective. We should view avoidance behaviors not as negative behavior to suppress, but rather as a sign of willingness to persist in the activity. In addition, these findings suggest that avoidance behaviors are signals for increased therapeutic support and shifts in instructional direction. The results suggest that even potentially problematic behaviors, if focused on engaging in the social action at hand, are a sign of motivation to read.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798583","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: We analyzed to what extent dyads (pairs) of Finnish children with Attention Deficit Hyperactivity Disorder (ADHD) may show some limitations in private and social speech production within a dyadic communication setting. Method: Forty children with Typical Development (TD) and 28 children with ADHD from Finland participated in the study. They received a comprehensive evaluation of ADHD and IQ. Their parents answered a background questionnaire. Children were paired according to several variables, including diagnostic status (ADHD/TD) and age (8- or 10-year-olds). We examined private and social speech use within child dyads during play with a Lego set. The speech category analyses included inaudible private speech (muttering and whispering), silence (inner speech), and task-relevant or task-irrelevant private/social speech categories. Results: At 10 years of age, children with ADHD produced significantly less inaudible private speech and task-relevant private speech, as well as more task-irrelevant social speech, than age-matched children with TD. Furthermore, children with TD at 10 years of age produced significantly more inaudible private speech than 8-year-olds with TD. Conclusions: At 10 years of age, children with ADHD demonstrated delayed private speech internalization and difficulties in producing on-task self-directed speech as well as inhibiting task-irrelevant social speech, relative to same-age children with TD during social interaction with a peer. Typically developing children demonstrated a shift toward private speech internalization with age, from 8 to 10 years of age. Cross-cultural issues, setting effects, and clinical implications are discussed.
{"title":"Private and social speech in children with and without Attention Deficit Hyperactivity Disorder within a naturalistic communication setting","authors":"Dolors Girbau, T. Korhonen","doi":"10.1558/jircd.19545","DOIUrl":"https://doi.org/10.1558/jircd.19545","url":null,"abstract":"Objective: We analyzed to what extent dyads (pairs) of Finnish children with Attention Deficit Hyperactivity Disorder (ADHD) may show some limitations in private and social speech production within a dyadic communication setting.\u0000Method: Forty children with Typical Development (TD) and 28 children with ADHD from Finland participated in the study. They received a comprehensive evaluation of ADHD and IQ. Their parents answered a background questionnaire. Children were paired according to several variables, including diagnostic status (ADHD/TD) and age (8- or 10-year-olds). We examined private and social speech use within child dyads during play with a Lego set. The speech category analyses included inaudible private speech (muttering and whispering), silence (inner speech), and task-relevant or task-irrelevant private/social speech categories.\u0000Results: At 10 years of age, children with ADHD produced significantly less inaudible private speech and task-relevant private speech, as well as more task-irrelevant social speech, than age-matched children with TD. Furthermore, children with TD at 10 years of age produced significantly more inaudible private speech than 8-year-olds with TD.\u0000Conclusions: At 10 years of age, children with ADHD demonstrated delayed private speech internalization and difficulties in producing on-task self-directed speech as well as inhibiting task-irrelevant social speech, relative to same-age children with TD during social interaction with a peer. Typically developing children demonstrated a shift toward private speech internalization with age, from 8 to 10 years of age. Cross-cultural issues, setting effects, and clinical implications are discussed.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47315546","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: The aim of this research was to develop a checklist to assess the pragmatic profile of Brazilian children aged 3–8 years. Methods: The Verbal Communication Abilities (VCA) checklist was adapted from the Protocol for Verbal Communicative Abilities (Lopes, 2000). In order to evaluate the checklist’s reliability and effectiveness, the pilot version of the VCA checklist was used by three speech-language pathologists (SLPs) for the analysis of two identical 30-minute videos of parent–child interactions: one of a child with typical language development and the other of a child with language-impairment. The SLPs suggested adjustments to the checklist, which were then integrated and led to a final version. Next, the final checklist’s effectiveness and sensitivity to pragmatic deficiencies were assessed using a sample size of 30 children. Data were gathered by two SLPs, who employed the checklist when analyzing 30 videos of parent–child interactions. Participants were divided into two groups: G1, composed of 15 children previously diagnosed with language disorders, and G2, composed of 15 children with typical language development; both groups were matched for age and gender. Results: Significant differences were found between the two groups in the dialogue and narrative discursive categories. Conclusion: The checklist is an efficient and reliable tool for identifying pragmatic deficiencies faster and more easily than existing pragmatic tests and protocols.
{"title":"Verbal communication abilities checklist as an instrument to assess Brazilian children’s pragmatic profile","authors":"Camila Mayumi Abe Ingraci, S. Lopes-Herrera","doi":"10.1558/jircd.19971","DOIUrl":"https://doi.org/10.1558/jircd.19971","url":null,"abstract":"Objective: The aim of this research was to develop a checklist to assess the pragmatic profile of Brazilian children aged 3–8 years.\u0000Methods: The Verbal Communication Abilities (VCA) checklist was adapted from the Protocol for Verbal Communicative Abilities (Lopes, 2000). In order to evaluate the checklist’s reliability and effectiveness, the pilot version of the VCA checklist was used by three speech-language pathologists (SLPs) for the analysis of two identical 30-minute videos of parent–child interactions: one of a child with typical language development and the other of a child with language-impairment. The SLPs suggested adjustments to the checklist, which were then integrated and led to a final version. Next, the final checklist’s effectiveness and sensitivity to pragmatic deficiencies were assessed using a sample size of 30 children. Data were gathered by two SLPs, who employed the checklist when analyzing 30 videos of parent–child interactions. Participants were divided into two groups: G1, composed of 15 children previously diagnosed with language disorders, and G2, composed of 15 children with typical language development; both groups were matched for age and gender.\u0000Results: Significant differences were found between the two groups in the dialogue and narrative discursive categories.\u0000Conclusion: The checklist is an efficient and reliable tool for identifying pragmatic deficiencies faster and more easily than existing pragmatic tests and protocols.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48386842","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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