Background: Previous research has discussed how remembering is a sociopsychological phenomenon; that is, a phenomenon that happens as an interplay between internal cognitive processes as well as external social factors. This article examines remembering from this perspective in conversations between a father and his son, who has suffered traumatic brain injury and has problems with his short-term memory as a result. Method: We examined 82 known-answer questions using conversation analysis. Each question, as well as the interaction it was part of, was transcribed and analyzed as single instances (single cases), and then compared and analyzed as a joint collection. Results: In both first, second, and third position, the father formulated his utterances in such a way that the son was treated as someone who had access to the knowledge. In addition, when the son claimed to not know something, the father challenged this and constructed his son as someone who was responsible for remembering the information. Conclusion: We show how knowing and remembering are social phenomena that carry their own moral rules and practices in interaction. By challenging his son’s claims of not knowing and designing turns that make the son accountable for knowing information, the father makes his son answer questions he initially claimed not to know the answers to.
{"title":"Social and moral relevance of memory","authors":"Magnus Hamann, J. Nielsen","doi":"10.1558/jircd.21982","DOIUrl":"https://doi.org/10.1558/jircd.21982","url":null,"abstract":"Background: Previous research has discussed how remembering is a sociopsychological phenomenon; that is, a phenomenon that happens as an interplay between internal cognitive processes as well as external social factors. This article examines remembering from this perspective in conversations between a father and his son, who has suffered traumatic brain injury and has problems with his short-term memory as a result.\u0000Method: We examined 82 known-answer questions using conversation analysis. Each question, as well as the interaction it was part of, was transcribed and analyzed as single instances (single cases), and then compared and analyzed as a joint collection.\u0000Results: In both first, second, and third position, the father formulated his utterances in such a way that the son was treated as someone who had access to the knowledge. In addition, when the son claimed to not know something, the father challenged this and constructed his son as someone who was responsible for remembering the information.\u0000Conclusion: We show how knowing and remembering are social phenomena that carry their own moral rules and practices in interaction. By challenging his son’s claims of not knowing and designing turns that make the son accountable for knowing information, the father makes his son answer questions he initially claimed not to know the answers to.","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":"49416853","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":"Editorial","authors":"Martin J. Ball","doi":"10.1558/jircd.22033","DOIUrl":"https://doi.org/10.1558/jircd.22033","url":null,"abstract":"","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48586077","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}
Ryan L. Nelson, Jack S. Damico, Holly L. Damico, K. Lynch, Kathleen J. Abendroth, Christine Weill, Laura Arrington, Amanda Percle
Background: The literature on typically developing children’s literacy acquisition provides a conventional model of development; however, little is available regarding how children with communicative disorders develop literacy abilities over time. This study describes the temporal trajectories of reading development in three children with diagnoses of language disorders and histories of reading difficulty. Method: A qualitative research design employing ethnographic data collection and analysis procedures was used. One male (age 8 years 9 months) and two females (ages 7 years 8 months and 7 years 11 months) identified as having impaired language and a history of reading difficulty were followed for 10 months as they engaged in literacy instruction. Results: Each child demonstrated a unique trajectory of literacy improvement. Trajectories of development were observed across the complexity of the materials read, as well as across variables reflective of comprehension. Variables included formal miscue analysis data, retelling of stories read, and text complexity. Discussion/conclusion: This study suggests that each language-impaired individual should be considered separately in how they progress and in how progression is manifested. If norm-referenced, standardized evaluation methods had been applied, or if only one sampling period had been used, the changes and progress noted in each of these participants may have been missed.
{"title":"Reading trajectories in children with language disorders","authors":"Ryan L. Nelson, Jack S. Damico, Holly L. Damico, K. Lynch, Kathleen J. Abendroth, Christine Weill, Laura Arrington, Amanda Percle","doi":"10.1558/jircd.19134","DOIUrl":"https://doi.org/10.1558/jircd.19134","url":null,"abstract":"Background: The literature on typically developing children’s literacy acquisition provides a conventional model of development; however, little is available regarding how children with communicative disorders develop literacy abilities over time. This study describes the temporal trajectories of reading development in three children with diagnoses of language disorders and histories of reading difficulty. \u0000Method: A qualitative research design employing ethnographic data collection and analysis procedures was used. One male (age 8 years 9 months) and two females (ages 7 years 8 months and 7 years 11 months) identified as having impaired language and a history of reading difficulty were followed for 10 months as they engaged in literacy instruction.\u0000Results: Each child demonstrated a unique trajectory of literacy improvement. Trajectories of development were observed across the complexity of the materials read, as well as across variables reflective of comprehension. Variables included formal miscue analysis data, retelling of stories read, and text complexity. \u0000Discussion/conclusion: This study suggests that each language-impaired individual should be considered separately in how they progress and in how progression is manifested. If norm-referenced, standardized evaluation methods had been applied, or if only one sampling period had been used, the changes and progress noted in each of these participants may have been missed.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42408208","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}
Chelsea Alcala, M. Corwin, T. Kroll, Melissa C. Whitaker
Purpose: In group therapy, participant engagement is integral for achieving effective and meaningful interactions. Engagement is necessary not only for ensuring participation in the group, but also for promoting overall life engagement. Although engagement is vital to group therapy, it has remained largely unstudied, particularly in treatment for persons with primary progressive aphasia. Methods: Using samples from a videotaped small group interaction involving two graduate student clinicians and two persons with primary progressive aphasia, conversational actions contributing to engagement were identified and analyzed via content analysis and principles of conversation analysis. Results: Conversational actions resulting in engagement included clinician-appointed turns, participant affirmation, and member support. These conversational actions were found to maintain and/or increase wavering levels of participant engagement. Discussion: Findings for the study yielded clinical applications for clinician promotion of engagement during small group interactions involving persons with primary progressive aphasia to increase participant involvement and maximize therapeutic outcomes.
{"title":"Engagement in small group interactions involving persons with primary progressive aphasia","authors":"Chelsea Alcala, M. Corwin, T. Kroll, Melissa C. Whitaker","doi":"10.1558/jircd.21384","DOIUrl":"https://doi.org/10.1558/jircd.21384","url":null,"abstract":"Purpose: In group therapy, participant engagement is integral for achieving effective and meaningful interactions. Engagement is necessary not only for ensuring participation in the group, but also for promoting overall life engagement. Although engagement is vital to group therapy, it has remained largely unstudied, particularly in treatment for persons with primary progressive aphasia. \u0000Methods: Using samples from a videotaped small group interaction involving two graduate student clinicians and two persons with primary progressive aphasia, conversational actions contributing to engagement were identified and analyzed via content analysis and principles of conversation analysis.\u0000Results: Conversational actions resulting in engagement included clinician-appointed turns, participant affirmation, and member support. These conversational actions were found to maintain and/or increase wavering levels of participant engagement.\u0000Discussion: Findings for the study yielded clinical applications for clinician promotion of engagement during small group interactions involving persons with primary progressive aphasia to increase participant involvement and maximize therapeutic outcomes.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42011202","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/method: Using conversation analytical methodology, this article presents a detailed analysis of how a person with dementia uses the affordances of a print newspaper to initiate, manage, and close topics in an interaction with a visiting researcher during leisure time in the common room of a dementia unit. Results: The analyses show how a print newspaper is introduced and handled effortlessly by a person with dementia and used for communication purposes. The person with dementia recurrently contributes to the interaction by making observations about and assessments of the visual appearance of the newspaper, reading aloud from the newspaper, and commenting. Discussion/conclusion: The study discusses how social interaction that is anchored in familiar objects such as a newspaper may help persons with dementia and their interactional partners find common conversational ground that does not rely on access to specific memories of the past, which may increase active participation by the person with dementia.
{"title":"print newspaper as an interactional affordance in an interaction with a person with dementia","authors":"E. Andersen","doi":"10.1558/jircd.21385","DOIUrl":"https://doi.org/10.1558/jircd.21385","url":null,"abstract":"Background/method: Using conversation analytical methodology, this article presents a detailed analysis of how a person with dementia uses the affordances of a print newspaper to initiate, manage, and close topics in an interaction with a visiting researcher during leisure time in the common room of a dementia unit. \u0000Results: The analyses show how a print newspaper is introduced and handled effortlessly by a person with dementia and used for communication purposes. The person with dementia recurrently contributes to the interaction by making observations about and assessments of the visual appearance of the newspaper, reading aloud from the newspaper, and commenting.\u0000Discussion/conclusion: The study discusses how social interaction that is anchored in familiar objects such as a newspaper may help persons with dementia and their interactional partners find common conversational ground that does not rely on access to specific memories of the past, which may increase active participation by the person with dementia.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46399839","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 explores greeting exchanges in stroke care, in particular the use of the ‘wai’ gesture. Method: Seventeen patients with Broca’s aphasia, some family members, six nurses from district public health centers, and four nurses from a district hospital in northern Thailand were given written consent forms for participation. Thirty counseling sessions were video-recorded in patients’ homes and analyzed using conversation analysis. Direct observation and in-depth interview were also used for supplementary data collection. Results: These showed a patient’s daughter helping her to accomplish a greeting. She was encouraged to use one hand to raise the other hand up. Another patient was only able to raise one hand to conduct the normal ‘wai,’ a potential cause of embarrassment for the patient, as the greeting is always formed by putting the two palms of the hands together. The nurse encouraged him to perform the greeting using one hand through different questions and statements. Discussion and conclusion: While the ‘wai’ gesture and the spoken greeting ‘sawatdi’ used for social functions plays an important role in stroke counseling, the nursing guidelines in the Barthel Index excluded them in the section on non-verbal communication assessment. This article suggests that they should be taken into account, in order to improve the nursing guidelines to fit the Thai context.
{"title":"Helping aphasic patients accomplish greeting exchanges","authors":"Pairote Wilainuch","doi":"10.1558/jircd.21383","DOIUrl":"https://doi.org/10.1558/jircd.21383","url":null,"abstract":"Background: This study explores greeting exchanges in stroke care, in particular the use of the ‘wai’ gesture.\u0000Method: Seventeen patients with Broca’s aphasia, some family members, six nurses from district public health centers, and four nurses from a district hospital in northern Thailand were given written consent forms for participation. Thirty counseling sessions were video-recorded in patients’ homes and analyzed using conversation analysis. Direct observation and in-depth interview were also used for supplementary data collection. \u0000Results: These showed a patient’s daughter helping her to accomplish a greeting. She was encouraged to use one hand to raise the other hand up. Another patient was only able to raise one hand to conduct the normal ‘wai,’ a potential cause of embarrassment for the patient, as the greeting is always formed by putting the two palms of the hands together. The nurse encouraged him to perform the greeting using one hand through different questions and statements.\u0000Discussion and conclusion: While the ‘wai’ gesture and the spoken greeting ‘sawatdi’ used for social functions plays an important role in stroke counseling, the nursing guidelines in the Barthel Index excluded them in the section on non-verbal communication assessment. This article suggests that they should be taken into account, in order to improve the nursing guidelines to fit the Thai context.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509262","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}
Oli Delgaram-Nejad, Gerasimos Chatzidamianos, D. Archer, Samuel Larner
Background: In an experiment in which clinicians were asked to identify formal thought disorder (FTD) in schizophrenia based on writing samples, the mania and creative writing samples received more FTD diagnoses than the FTD samples. We conducted a systematic review to see whether figuration, associated with both schizophrenia and creative uses of language, could contextualize these findings. Methods: This was a systematic review only (PROSPERO ID:116255). We searched AMED, Child Development and Adolescent Studies, CINAHL, MEDLINE, PsycARTICLES, and PsycINFO. Results. Many studies used figuration tasks to test creativity and vice versa, and key factors affecting figurative language output and processing were positive and negative symptom ratios, IQ, and schizophrenia subtype. Discussion/conclusion: Our review suggests that the clinicians in the experiment mentioned above perceived FTD as characterized by linguistic markers of verbal and figural creativity that are impacted by FTD itself. FTD is more likely characterized by expressional disfluencies in specific contexts.
{"title":"What is linguistic creativity in schizophrenia?","authors":"Oli Delgaram-Nejad, Gerasimos Chatzidamianos, D. Archer, Samuel Larner","doi":"10.1558/jircd.19727","DOIUrl":"https://doi.org/10.1558/jircd.19727","url":null,"abstract":"Background: In an experiment in which clinicians were asked to identify formal thought disorder (FTD) in schizophrenia based on writing samples, the mania and creative writing samples received more FTD diagnoses than the FTD samples. We conducted a systematic review to see whether figuration, associated with both schizophrenia and creative uses of language, could contextualize these findings.\u0000Methods: This was a systematic review only (PROSPERO ID:116255). We searched AMED, Child Development and Adolescent Studies, CINAHL, MEDLINE, PsycARTICLES, and PsycINFO. \u0000Results. Many studies used figuration tasks to test creativity and vice versa, and key factors affecting figurative language output and processing were positive and negative symptom ratios, IQ, and schizophrenia subtype.\u0000Discussion/conclusion: Our review suggests that the clinicians in the experiment mentioned above perceived FTD as characterized by linguistic markers of verbal and figural creativity that are impacted by FTD itself. FTD is more likely characterized by expressional disfluencies in specific contexts.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863559","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: In storytelling environments, recipients’ questions have mainly been described as non-affiliative. This article examines how the topicality of story-responsive questions relates to the recipients’ displays of affiliation. Furthermore, we investigate whether there are differences between the practices of neurotypical participants (NT) and participants diagnosed with Asperger syndrome (AS) in this regard. While aiming to uncover the practices of story-responsive questions in general, we also seek to shed light on the specific interactional features associated with AS. Method: Our method is qualitative conversation analysis. Drawing on a dataset of Finnish quasi-natural conversations, we compare the interactional consequences of story-responsive questions asked by NT- and AS-participants. Results: We show how the NT-participants in our data use a specific set of practices to manage the topical relevance of their questions, while the AS-participants’ production of otherwise very similar questions differs precisely with reference to these practices. Discussion: We argue that the different ways in which the NT- and AS-participants treat the topicality of their questions influence the relative affiliative import of the questions in subtle, but yet significant ways. Conclusions: The affiliative import of story-responsive questions can only really be seen in retrospect, since, in their subsequent turns, the questioner can cast their action as having prepared the ground for affiliation.
{"title":"Affiliation, topicality, and Asperger’s","authors":"Emmi Koskinen, Melisa Stevanovic, A. Peräkylä","doi":"10.1558/jircd.20903","DOIUrl":"https://doi.org/10.1558/jircd.20903","url":null,"abstract":"Objective: In storytelling environments, recipients’ questions have mainly been described as non-affiliative. This article examines how the topicality of story-responsive questions relates to the recipients’ displays of affiliation. Furthermore, we investigate whether there are differences between the practices of neurotypical participants (NT) and participants diagnosed with Asperger syndrome (AS) in this regard. While aiming to uncover the practices of story-responsive questions in general, we also seek to shed light on the specific interactional features associated with AS.\u0000Method: Our method is qualitative conversation analysis. Drawing on a dataset of Finnish quasi-natural conversations, we compare the interactional consequences of story-responsive questions asked by NT- and AS-participants.\u0000Results: We show how the NT-participants in our data use a specific set of practices to manage the topical relevance of their questions, while the AS-participants’ production of otherwise very similar questions differs precisely with reference to these practices.\u0000Discussion: We argue that the different ways in which the NT- and AS-participants treat the topicality of their questions influence the relative affiliative import of the questions in subtle, but yet significant ways.\u0000Conclusions: The affiliative import of story-responsive questions can only really be seen in retrospect, since, in their subsequent turns, the questioner can cast their action as having prepared the ground for affiliation.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42431641","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 article is to report the results from a research project which focused on understanding how motivation to read is manifested and maintained in children with learning impairments. The participants were enrolled in a specialized university literacy program with graduate student clinicians. Method: An interpretative, qualitative study utilizing components of ethnography and microanalysis was employed to analyze video transcripts of recorded therapy sessions of speech-language pathology student clinicians and children with language disorders. These interactions were coded for the nature of their role in motivating children to read. Results and conclusions: This study revealed that a culture of collaboration was a hallmark of treatment that facilitated motivation in the participants. Two key characteristics of motivated behavior that emerged as a result of this culture of collaboration are identified and described. Additionally, three specific, collaborative, therapeutic strategies found to sustain motivation to read are described.
{"title":"Culture of collaboration","authors":"Jennifer E. Whited, Jack S. Damico","doi":"10.1558/jircd.18729","DOIUrl":"https://doi.org/10.1558/jircd.18729","url":null,"abstract":"Purpose: The purpose of this article is to report the results from a research project which focused on understanding how motivation to read is manifested and maintained in children with learning impairments. The participants were enrolled in a specialized university literacy program with graduate student clinicians.\u0000Method: An interpretative, qualitative study utilizing components of ethnography and microanalysis was employed to analyze video transcripts of recorded therapy sessions of speech-language pathology student clinicians and children with language disorders. These interactions were coded for the nature of their role in motivating children to read.\u0000Results and conclusions: This study revealed that a culture of collaboration was a hallmark of treatment that facilitated motivation in the participants. Two key characteristics of motivated behavior that emerged as a result of this culture of collaboration are identified and described. Additionally, three specific, collaborative, therapeutic strategies found to sustain motivation to read are described.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45467138","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: This study explores practices employed by a person with aphasia (PWA) and his wife to organize collaborative storytelling in a multiparty interaction. We identify practices that further the PWA’s agency – his impact on action – while he is telling a story together with his wife. Method: Using conversation analysis (CA), we carried out a case study of a successful storytelling sequence involving a 39-year-old man with anomic aphasia during a conversation with friends. Analysis: The PWA contributed to the storytelling by initiating the story sequence and by producing short but significant utterances in which he provided essential information and displayed epistemic authority. The spouse aligned with the PWA’s initiated actions and supported his agency by giving him room to speak, for example, by gaze retraction. Discussion: The analysis offers insight into practices that allowed this PWA to achieve agency. Our findings show that communication partner training could benefit from implementing activities such as collaborative storytelling.
{"title":"Collaborative storytelling with a person with aphasia","authors":"Helene Killmer, S. Beeke, J. Svennevig","doi":"10.1558/jircd.20902","DOIUrl":"https://doi.org/10.1558/jircd.20902","url":null,"abstract":"Introduction: This study explores practices employed by a person with aphasia (PWA) and his wife to organize collaborative storytelling in a multiparty interaction. We identify practices that further the PWA’s agency – his impact on action – while he is telling a story together with his wife.\u0000Method: Using conversation analysis (CA), we carried out a case study of a successful storytelling sequence involving a 39-year-old man with anomic aphasia during a conversation with friends.\u0000Analysis: The PWA contributed to the storytelling by initiating the story sequence and by producing short but significant utterances in which he provided essential information and displayed epistemic authority. The spouse aligned with the PWA’s initiated actions and supported his agency by giving him room to speak, for example, by gaze retraction.\u0000Discussion: The analysis offers insight into practices that allowed this PWA to achieve agency. Our findings show that communication partner training could benefit from implementing activities such as collaborative storytelling.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49424737","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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