Purpose: This article examines how persons with intellectual disabilities and professionals working with them manage interactionally challenging situations in which they negotiate epistemic authority. In each situation, the topic of the talk concerns something the person with intellectual disability knows best, such as their plans and hopes. Persons with intellectual disabilities are, thus, expected to show more knowledge about the topic than the professionals. Method: The database for this study consisted of qualitative analysis of 16 videorecorded dyadic conversations between 12 persons with intellectual disabilities and 11 professional co-participants. The methodological approach taken was conversation analysis. Results. Epistemic negotiations turned out to be quite difficult for the interactants. In these situations, the professionals resorted to three practices called renewed requests for confirmations, indirect challenging, and open challenge, which had different impacts on the epistemic authority and full participation of the persons with intellectual disabilities. Discussion and conclusion: None of the practices proved to be unequivocally better or worse than the others, but all had features that seemed both to strengthen and to weaken full participation. The results of the study can also be used to foster professionals’ practical knowledge of how to deal with interactionally challenging situations in conversations with their clients.
{"title":"Showing knowing","authors":"Leealaura Leskelä","doi":"10.1558/jircd.19075","DOIUrl":"https://doi.org/10.1558/jircd.19075","url":null,"abstract":"Purpose: This article examines how persons with intellectual disabilities and professionals working with them manage interactionally challenging situations in which they negotiate epistemic authority. In each situation, the topic of the talk concerns something the person with intellectual disability knows best, such as their plans and hopes. Persons with intellectual disabilities are, thus, expected to show more knowledge about the topic than the professionals.\u0000Method: The database for this study consisted of qualitative analysis of 16 videorecorded dyadic conversations between 12 persons with intellectual disabilities and 11 professional co-participants. The methodological approach taken was conversation analysis.\u0000Results. Epistemic negotiations turned out to be quite difficult for the interactants. In these situations, the professionals resorted to three practices called renewed requests for confirmations, indirect challenging, and open challenge, which had different impacts on the epistemic authority and full participation of the persons with intellectual disabilities.\u0000Discussion and conclusion: None of the practices proved to be unequivocally better or worse than the others, but all had features that seemed both to strengthen and to weaken full participation. The results of the study can also be used to foster professionals’ practical knowledge of how to deal with interactionally challenging situations in conversations with their clients.","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":"45682259","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}
Kirsi A. Neuvonen, C. Jagoe, Kaisa Launonen, Martine M. Smith, S. Tetzchner
Background: Reaching mutual understanding can sometimes be challenging in interactions involving communicators using aided communication. This explorative qualitative study offers insights into some of the features of utterance interpretation and meaning negotiation in interactions using graphic communication systems. Method: Relevance theory was applied as a framework for analysis of conversations between a non-speaking child using a communication aid and her communication partners using natural speech. Results: Through analysis of a series of videotaped conversations, several assumptions and contextual implications affecting the interpretation processes were identified. A tendency to organize interpretations according to contextual expectations and scripts emerged as a central explanatory factor in co-constructing meanings from available graphic utterances. Conclusion: This study highlights the importance of understanding factors that may affect the interpretation processes of all participants in interactions involving aided communication.
{"title":"Expectations and interpretations of conversations using aided communication","authors":"Kirsi A. Neuvonen, C. Jagoe, Kaisa Launonen, Martine M. Smith, S. Tetzchner","doi":"10.1558/JIRCD.20364","DOIUrl":"https://doi.org/10.1558/JIRCD.20364","url":null,"abstract":"Background: Reaching mutual understanding can sometimes be challenging in interactions involving communicators using aided communication. This explorative qualitative study offers insights into some of the features of utterance interpretation and meaning negotiation in interactions using graphic communication systems.\u0000Method: Relevance theory was applied as a framework for analysis of conversations between a non-speaking child using a communication aid and her communication partners using natural speech.\u0000Results: Through analysis of a series of videotaped conversations, several assumptions and contextual implications affecting the interpretation processes were identified. A tendency to organize interpretations according to contextual expectations and scripts emerged as a central explanatory factor in co-constructing meanings from available graphic utterances.\u0000Conclusion: This study highlights the importance of understanding factors that may affect the interpretation processes of all participants in interactions involving aided communication.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47022447","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: The study investigates how clinicians achieve balance between the needs of the institution and the promotion of the child’s agency and volition. Method: Our data are taken from the opening segments of 16 sessions recorded by 8 speech clinicians during their meetings with 11 children with some form of speech and language disorder. We focus on four segments, and our analysis is based on the combined insights of three approaches to the analysis of talk: conversation analysis (CA), dialogic syntax (DS), and discourse pragmatics (DP). Results: The extended and integrated analyses of the segments illustrate different ways in which the clinicians and the children negotiate intersubjectivity in the speech-language therapy (SLT) session, focusing on the use of the verb for ‘to want’ in Hebrew. Discussion and conclusion: The study demonstrates that while clinicians may perceive their action of employing question constructions with the verb for ‘to want’ as addressing the interlocutor’s will, their interactional practices may in fact achieve the opposite.
{"title":"Balancing institutional authority and children’s agency","authors":"Bracha Nir, Irit Mayost-Abramovich, Gonen Dori-Hacohen","doi":"10.1558/jircd.20365","DOIUrl":"https://doi.org/10.1558/jircd.20365","url":null,"abstract":"Background: The study investigates how clinicians achieve balance between the needs of the institution and the promotion of the child’s agency and volition. \u0000Method: Our data are taken from the opening segments of 16 sessions recorded by 8 speech clinicians during their meetings with 11 children with some form of speech and language disorder. We focus on four segments, and our analysis is based on the combined insights of three approaches to the analysis of talk: conversation analysis (CA), dialogic syntax (DS), and discourse pragmatics (DP). \u0000Results: The extended and integrated analyses of the segments illustrate different ways in which the clinicians and the children negotiate intersubjectivity in the speech-language therapy (SLT) session, focusing on the use of the verb for ‘to want’ in Hebrew. \u0000Discussion and conclusion: The study demonstrates that while clinicians may perceive their action of employing question constructions with the verb for ‘to want’ as addressing the interlocutor’s will, their interactional practices may in fact achieve the opposite.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48019220","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: Dementia has a significant impact on language and communication. In this study, the aim was to compare the organization of interaction between persons with dementia (PWDs) and speech and language pathologists (SLPs) in two types of conversation, a test conversation and an informal conversation. A further aim was to relate interactional abilities to the PWDs’ performance on an aphasia test battery. Method: Ten PWDs participated in the two types of conversations. In the test conversation, a standardized aphasia test battery was used. All dyads were audio- and video-recorded. Analyses were informed by interaction analytical approaches, such as conversation analysis (CA), combined with quantitative measurements. Results: The results demonstrated that there was a larger number of turns, words, and topic initiations made by the PWDs in the informal conversations. The frequency of occurrence of repair instances was the same in the two conditions, but repairs in the test conversations were mostly resolved within one turn, whereas repairs stretching over several turns were more frequent in the informal conversations. Many of the repairs were initiated with a clarification request or a request for confirmation. Even though a majority of the PWDs demonstrated a rather robust turn-taking ability in the informal conversations, several of them struggled with the aphasia test assignments, in some cases due to visual perception problems. Discussion and conclusion: The results indicate that a thorough analysis of informal conversations is important in assessing language in PWDs. The ecological validity of standardized language tests needs to be discussed, and the results of such tests should be handled carefully.
{"title":"Interaction and language test performance involving persons with dementia","authors":"Karin Myrberg, Christina Samuelsson, L. Hydén","doi":"10.1558/jircd.20366","DOIUrl":"https://doi.org/10.1558/jircd.20366","url":null,"abstract":"Purpose: Dementia has a significant impact on language and communication. In this study, the aim was to compare the organization of interaction between persons with dementia (PWDs) and speech and language pathologists (SLPs) in two types of conversation, a test conversation and an informal conversation. A further aim was to relate interactional abilities to the PWDs’ performance on an aphasia test battery.\u0000Method: Ten PWDs participated in the two types of conversations. In the test conversation, a standardized aphasia test battery was used. All dyads were audio- and video-recorded. Analyses were informed by interaction analytical approaches, such as conversation analysis (CA), combined with quantitative measurements.\u0000Results: The results demonstrated that there was a larger number of turns, words, and topic initiations made by the PWDs in the informal conversations. The frequency of occurrence of repair instances was the same in the two conditions, but repairs in the test conversations were mostly resolved within one turn, whereas repairs stretching over several turns were more frequent in the informal conversations. Many of the repairs were initiated with a clarification request or a request for confirmation. Even though a majority of the PWDs demonstrated a rather robust turn-taking ability in the informal conversations, several of them struggled with the aphasia test assignments, in some cases due to visual perception problems.\u0000Discussion and conclusion: The results indicate that a thorough analysis of informal conversations is important in assessing language in PWDs. The ecological validity of standardized language tests needs to be discussed, and the results of such tests should be handled carefully. ","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48007596","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 article reconceptualizes theory of mind (ToM) and perspective-taking as a practical accomplishment in social interaction, and analyzes how, and when, autistic children produce explanations of their behavior in ways that address how other people do, or may, understand it. Method: Three families with autistic children collected video recordings of themselves interacting at home. From 5 hours of video, a collection of 45 instances of accounts produced by autistic children was made, transcribed, and subjected to conversation analysis. Results: Accounts occurred in both initiating and responsive turns. Accounts produced in initiating turns addressed the potential characterizations of this and themselves their interlocutors might make. Their accounts in second position addressed actual characterizations in interlocutors’ preceding turns. As well, two of the children produced accounts which constructed their behavior as the result of internal causes. Discussion and conclusion: These analyses demonstrate the children’s practical reasoning about how other people observe, recognize, and understand their behavior. Despite autism being linked to difficulties with ToM and perspective-taking, these autistic children manage perspective-taking through the provision of accounts in multiple sequential positions. These findings challenge the emphasis on ToM deficit based explanations of autism, while suggesting a stronger research focus on local, situated perspective-taking in social interaction.
{"title":"Autistic children’s explanations of their own behavior","authors":"Gates Henderson","doi":"10.1558/jircd.20363","DOIUrl":"https://doi.org/10.1558/jircd.20363","url":null,"abstract":"Purpose: This article reconceptualizes theory of mind (ToM) and perspective-taking as a practical accomplishment in social interaction, and analyzes how, and when, autistic children produce explanations of their behavior in ways that address how other people do, or may, understand it.\u0000Method: Three families with autistic children collected video recordings of themselves interacting at home. From 5 hours of video, a collection of 45 instances of accounts produced by autistic children was made, transcribed, and subjected to conversation analysis. \u0000Results: Accounts occurred in both initiating and responsive turns. Accounts produced in initiating turns addressed the potential characterizations of this and themselves their interlocutors might make. Their accounts in second position addressed actual characterizations in interlocutors’ preceding turns. As well, two of the children produced accounts which constructed their behavior as the result of internal causes. \u0000Discussion and conclusion: These analyses demonstrate the children’s practical reasoning about how other people observe, recognize, and understand their behavior. Despite autism being linked to difficulties with ToM and perspective-taking, these autistic children manage perspective-taking through the provision of accounts in multiple sequential positions. These findings challenge the emphasis on ToM deficit based explanations of autism, while suggesting a stronger research focus on local, situated perspective-taking in social interaction.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46027180","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}
The aim of the present study was to investigate whether the use of video recordings of interactions involving persons with aphasia and speech-language pathology students enhance students’ competence as conversation partners of people with communicative disabilities. A further aim was to explore the experiences and perspectives from the viewpoint of both participating students and persons with aphasia. Six persons with aphasia met 34 speech and language pathology students in pairs for 10 minutes of conversation. The video recordings were transcribed, in order to identify phenomena influencing the interaction. The students answered a questionnaire about the assignment. A semi-structured group interview with the aphasic individuals was conducted. The analyses of the conversations and the answers to the questionnaire revealed that the students gained important knowledge both on how aphasia may affect and limit aphasic individuals’ communicative activity and participation, and hands-on insights into how different interactional strategies may enhance aphasic individuals’ possibilities in interaction, but also highlighting behaviors that may be less beneficial. The persons with aphasia perceived the activity as important and rewarding. The results demonstrate the benefits of involving patients in health education and the students’ use of video recordings, transcriptions, and subsequent analysis.
{"title":"Speech and language interventions for stroke-induced aphasia","authors":"I. L. Hammarström, Christina Samuelsson","doi":"10.1558/jircd.19317","DOIUrl":"https://doi.org/10.1558/jircd.19317","url":null,"abstract":"The aim of the present study was to investigate whether the use of video recordings of interactions involving persons with aphasia and speech-language pathology students enhance students’ competence as conversation partners of people with communicative disabilities. A further aim was to explore the experiences and perspectives from the viewpoint of both participating students and persons with aphasia. Six persons with aphasia met 34 speech and language pathology students in pairs for 10 minutes of conversation. The video recordings were transcribed, in order to identify phenomena influencing the interaction. The students answered a questionnaire about the assignment. A semi-structured group interview with the aphasic individuals was conducted. The analyses of the conversations and the answers to the questionnaire revealed that the students gained important knowledge both on how aphasia may affect and limit aphasic individuals’ communicative activity and participation, and hands-on insights into how different interactional strategies may enhance aphasic individuals’ possibilities in interaction, but also highlighting behaviors that may be less beneficial. The persons with aphasia perceived the activity as important and rewarding. The results demonstrate the benefits of involving patients in health education and the students’ use of video recordings, transcriptions, and subsequent analysis.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67554381","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}
This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.
{"title":"Facilitators’ use of a communication device following children’s aided turns in everyday interaction","authors":"M. S. Pilesjö, Niklas Norén","doi":"10.1558/jircd.19318","DOIUrl":"https://doi.org/10.1558/jircd.19318","url":null,"abstract":"This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67554430","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}
In the field of health communication, it is increasingly important to understand the interactional management of free choice and the demands of (good) care, especially in situations where these two objectives conflict with each other. In a multimodal interaction analysis of video recordings, this article examines decision-making processes in which a caretaker refuses to retrieve a requested object for a woman living with acquired brain injury during their weekly shopping trip. The multimodal analysis describes both the sequential unfolding of these assisted shopping interactions and the interplay of multimodal resources used by the participants. The analysis demonstrates how choice is made available, despite communication impairments, and how the participants deal with the potential loss of face resulting from the caretaker’s rejections.
{"title":"Unmet wishes: A multimodal interaction analysis of the rejection of choice in assisted shopping interactions","authors":"A. Krummheuer","doi":"10.1558/jircd.19315","DOIUrl":"https://doi.org/10.1558/jircd.19315","url":null,"abstract":"In the field of health communication, it is increasingly important to understand the interactional management of free choice and the demands of (good) care, especially in situations where these two objectives conflict with each other. In a multimodal interaction analysis of video recordings, this article examines decision-making processes in which a caretaker refuses to retrieve a requested object for a woman living with acquired brain injury during their weekly shopping trip. The multimodal analysis describes both the sequential unfolding of these assisted shopping interactions and the interplay of multimodal resources used by the participants. The analysis demonstrates how choice is made available, despite communication impairments, and how the participants deal with the potential loss of face resulting from the caretaker’s rejections.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":"62 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67554758","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 present study intends to assess the effects of a Pragmatics rehabilitation programme on communication skills. Method: We have recruited 12 participants who had suffered from severe or moderate Traumatic Brain Injury (TBI), with more than two years post-onset, who were randomly divided into two groups, an Experimental Group (EG) and a Control Group (CG). The EG followed a specific programme for the rehabilitation of Pragmatic Communication and the CG followed a programme of communication stimulation through group conversation. Each programme consisted of 24 one-hour, thirty-minute sessions, twice a week, for 12 weeks. In order to verify the efficacy of the programme, both groups were assessed before and after using the two equivalent forms of the same scale, Forms A and B, of The Assessment Battery of Communication (ABaCo). Results: Improvements were observed in both groups, although much more evident in the EG. Both groups obtained better results regarding Extralinguistic Comprehension and Production (questions, assertions, commands, requests and ironies by using gesticulation). In the EG there was also an improvement in Paralinguistic Production (facial expressions and intonation). Conclusion: The results demonstrate the effectiveness and relevance of establishing rehabilitation programmes for communicative pragmatic disorders after TBI. The study shows how a simple conversation intervention programme can be beneficial when more elaborated therapies cannot be executed.
{"title":"Communication after traumatic brain injury: the effectiveness of a Pragmatics rehabilitation programme","authors":"Nicole Agrela, Maria Emília Santos, S. Guerreiro","doi":"10.1558/jircd.38533","DOIUrl":"https://doi.org/10.1558/jircd.38533","url":null,"abstract":"Objective: The present study intends to assess the effects of a Pragmatics rehabilitation programme on communication skills. \u0000Method: We have recruited 12 participants who had suffered from severe or moderate Traumatic Brain Injury (TBI), with more than two years post-onset, who were randomly divided into two groups, an Experimental Group (EG) and a Control Group (CG). The EG followed a specific programme for the rehabilitation of Pragmatic Communication and the CG followed a programme of communication stimulation through group conversation. Each programme consisted of 24 one-hour, thirty-minute sessions, twice a week, for 12 weeks. In order to verify the efficacy of the programme, both groups were assessed before and after using the two equivalent forms of the same scale, Forms A and B, of The Assessment Battery of Communication (ABaCo). \u0000Results: Improvements were observed in both groups, although much more evident in the EG. Both groups obtained better results regarding Extralinguistic Comprehension and Production (questions, assertions, commands, requests and ironies by using gesticulation). In the EG there was also an improvement in Paralinguistic Production (facial expressions and intonation). \u0000Conclusion: The results demonstrate the effectiveness and relevance of establishing rehabilitation programmes for communicative pragmatic disorders after TBI. The study shows how a simple conversation intervention programme can be beneficial when more elaborated therapies cannot be executed.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45521602","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}
This article analyzes a series of sequences taking place in the common room of a Danish dementia care unit in which food or drink is given to a resident with dementia. Giving something to a resident, such as food or drink, constitutes a recurring common activity for care staff and residents and thus also provides an opportunity for talk between the resident with dementia and the care staff. However, in many cases, rather than engaging residents in talk in connection with e.g. offering of food or drink, care staff resorts to so-called ‘care speak’ (Ward, Vass, Aggarwal, Garfield, and Cybyk, 2008), i.e. neither requiring nor eliciting input from residents when accomplishing the transfer of food or drink to the resident. This article aims to show in what ways the transferrers’ interactional methods influence the opportunities for participation for the resident. The analyses show first that sequences without a preceding offer sequence are accompanied by a verbal narration of the transfer of the object during the transferring action itself, thus presuming compliance from the recipient. Second, they show that sequences in which the transfer of the object is preceded by offer sequences seek the recipient’s acceptance before carrying out the transfer. Thereby, transfer sequences preceded by offer sequences provide participants with sequential opportunities for willingly engaging in an upcoming activity as an individual with the capacity of making choices while transfer sequences without offer sequences do not. However, as we show, the organization of transfer sequences depends not only on verbal contributions but also on participants’ embodied conduct.
本文分析了一系列发生在丹麦痴呆症护理单位的公共休息室的序列，其中食物或饮料被给予痴呆症患者。给住院医生一些东西，比如食物或饮料，是护理人员和住院医生之间反复出现的共同活动，因此也为痴呆症住院医生和护理人员之间提供了一个交谈的机会。然而，在许多情况下，护理人员不是与居民交谈，例如提供食物或饮料，而是诉诸所谓的“护理语言”(Ward, Vass, Aggarwal, Garfield, and Cybyk, 2008)，即在完成向居民转移食物或饮料时，既不要求也不征求居民的意见。这篇文章的目的是展示在哪些方面移转者的互动方式影响的机会参与住院医师。分析首先表明，在转移行为本身中，没有先前要约序列的序列伴随着对对象转移的口头叙述，因此假设接受者服从。其次，他们表明，在客体转移之前有要约序列的序列在进行转移之前寻求接受者的接受。因此，在要约序列之前的转移序列为参与者提供了作为具有选择能力的个体自愿参与即将到来的活动的顺序机会，而没有要约序列的转移序列则没有。然而，正如我们所展示的，迁移序列的组织不仅取决于口头贡献，还取决于参与者的具体行为。
{"title":"Transfer sequences involving persons with dementia: Instrumental tasks as opportunities for conversation","authors":"E. Kristiansen, E. Andersen, Gitte Rasmussen","doi":"10.1558/jircd.38225","DOIUrl":"https://doi.org/10.1558/jircd.38225","url":null,"abstract":"This article analyzes a series of sequences taking place in the common room of a Danish dementia care unit in which food or drink is given to a resident with dementia. Giving something to a resident, such as food or drink, constitutes a recurring common activity for care staff and residents and thus also provides an opportunity for talk between the resident with dementia and the care staff. However, in many cases, rather than engaging residents in talk in connection with e.g. offering of food or drink, care staff resorts to so-called ‘care speak’ (Ward, Vass, Aggarwal, Garfield, and Cybyk, 2008), i.e. neither requiring nor eliciting input from residents when accomplishing the transfer of food or drink to the resident. This article aims to show in what ways the transferrers’ interactional methods influence the opportunities for participation for the resident. The analyses show first that sequences without a preceding offer sequence are accompanied by a verbal narration of the transfer of the object during the transferring action itself, thus presuming compliance from the recipient. Second, they show that sequences in which the transfer of the object is preceded by offer sequences seek the recipient’s acceptance before carrying out the transfer. Thereby, transfer sequences preceded by offer sequences provide participants with sequential opportunities for willingly engaging in an upcoming activity as an individual with the capacity of making choices while transfer sequences without offer sequences do not. However, as we show, the organization of transfer sequences depends not only on verbal contributions but also on participants’ embodied conduct.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46286354","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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