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":null,"pages":null},"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}
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":null,"pages":null},"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}
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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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