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Journal of Interactional Research in Communication Disorders
Number of Followers: 4  Hybrid journal (It can contain Open Access articles)ISSN (Print) 2040-5111 - ISSN (Online) 2040-512X This journal is no longer being updated because: the publisher no longer provides RSS feeds |
- Adapting educational speech-language pathology services during a pandemic
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Authors: Fern Westernoff
Pages: 1 - 14
Abstract: Background: Hanen Programs® have a research-based history of helping parents learn to support the oral language, social communication, and literacy development of their young children. Programs are delivered by Hanen-certified speech-language pathologists, usually in preschool speech and language centers. The global COVID-19 pandemic that began in March 2020 required school-based clinicians to adjust their professional practices to meet the needs of students during disruptive school years. Method: This clinical case study describes the two-year project launched to incorporate Hanen Programs® through telepractice, and discusses the feasibility of offering them as part of a continuum of services at the Toronto District School Board in Toronto, Ontario Canada. Results: Favorable responses from stakeholders led to the expansion of the project. Attrition rate and staff allocation were found to be problematic. Discussion/conclusion: Reasons for the high attrition rate were explored, and a response plan was developed. Additional training for interested staff members was scheduled. Ongoing monitoring is needed to determine the long-term feasibility of offering Hanen Programs® in a school board setting.
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persons with DLD-
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Authors: Ibraheem Abiodun Salako, Mofeyisara Oluwatoyin Omobowale, Olukemi K. Amodu
Pages: 15 - 35
Abstract: Background: Investigating factors that dictate the health-seeking process in persons with developmental language disorders (DLDs) is critical for enhancing early intervention and effective utilization of treatment services among persons with DLDs. This study sought to understand factors that determine health seeking in persons with DLDs using the Health Belief Model (HBM) and the PEN-3 model. Methods: A qualitative study of 36 semi-structured interviews explored health-seeking behavior among stakeholders involved in the management of children with DLDs. Interviews were conducted with parents, teachers, and speech-language therapists on health behaviors and factors that dictate health behavior during intervention seeking. Data coding was done inductively, and analysis was carried out using qualitative content analysis. Results: Findings revealed that both the HBM and the PEN-3 model were well represented in the dataset, and that integration of both models contributes to a systematic understanding of health behavior in persons with DLDs. Conclusion: The study details how demographic, psychological, and sociocultural variables interact to shape the health-seeking process among persons with DLDs and the resulting impact of these interactions on the effective management of DLDs.
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impairments in Japanese-speaking adults with and without autism spectrum
disorder-
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Authors: Manabu Oi, Ryuko Mizutani, Junko Fukuda, Michio Hiratani
Pages: 36 - 48
Abstract: Twenty-seven pragmatic skills and social engagement sub-items and 7 language structure sub-items from the Communication Checklist – Adult were rated by 124 typically developing (TD) adults and 29 adults with autism spectrum disorder (ASD) on a 5-point scale. The results indicated that the higher the score of the TD adults on the Autism Spectrum Quotient (AQ), the more they evaluated pragmatic impairments as non-problematic; however, no correlation was found between their AQ score and evaluation of language impairments. In contrast, the higher the score of the adults with ASD on the AQ, the more they evaluated both pragmatic and language impairments as problematic. The relationships between AQ scores and the permissiveness of pragmatic impairments in adults are discussed.
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secondary to Parkinson’s disease-
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Authors: Ben Rutter, Tobias Kroll
Pages: 49 - 65
Abstract: Background: A common concern for persons with dysarthria is a difficulty in being understood. This is captured clinically using assessments of intelligibility. Any attempt to measure intelligibility must be carried out in a way that is sensitive to the phonetic variation that occurs in naturally occurring conversational speech. This article identifies examples of an interactional event known to trigger phonetic variability: discourse repetition. Method: This article is a case study of a 68-year-old male with dysarthria secondary to Parkinson’s disease. The method of analysis is interactional phonetics. Results: Examples of discourse repetition are presented with accompanying interactional and phonetic analysis. The speaker is seen to produce the same linguistic tokens with varying phonetic features. In some cases, this variation means the tokens are realized as markedly different phonetic forms. Discussion: The results highlight how variable a single speaker’s realizations of the same word can be within a single conversation. Given this, it is proposed that intelligibility is best conceptualized as a range rather than as a single, invariant score.
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language disorders in bilingual children-
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Authors: Xueao Cao, Ruixia Yan
Pages: 66 - 98
Abstract: Background: Speech-language pathologists are facing challenges in assessing bilingual children with developmental language disorder (DLD). The study aimed to systematically review the literature for the past five years and evaluate the diagnostic accuracy of current assessment measures in the identification of DLD in bilingual children. Method: Through a keyword search from four electronic databases and a manual search of reference lists, eligible studies were identified and evaluated with respect to quality of evidence, study characteristics, and reported diagnostic accuracy. Results: The assessment measures used in the studies varied widely in format, emphasis, and origin. Most studies lacked clear descriptions of controls for potential biases, making it difficult to rate specific quality indicators and decreasing the overall quality of evidence. Diagnostic accuracy of assessment measures across studies ranged from poor to good. Mixed measures showed a higher percentage of good diagnostic accuracy compared to linguistic and nonlinguistic ones. Discussion/conclusions: Evidence supports the previous findings regarding the difficulties in developing appropriate assessment tools and advocacy for using converging evidence in assessment. Limitations in methodology discussed in the past literature still exist, which may result in inflated diagnostic accuracy and decreased validity.
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special issues-
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Authors: Adam Brandt, Spencer Hazel, Chris Leyland
Pages: 189 - 194
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Authors: Lisa Vössing, Friederike Kern
Pages: 195 - 219
Abstract: Background: A considerable body of research has concentrated on pragmatic competencies in the context of autism spectrum disorder. In contrast to experimental settings, which usually adopt deficit-oriented perspectives of autistic people’s communicative behavior, studies using a methodological approach informed by conversation analysis (CA) also highlight pragmatic abilities, and reveal the relevance of situated context and collaborative actions with co-participants in which pragmatic competencies can be observed. Building on this strand of research, this article aims to analyze and compare specific pragmatic competencies in different settings. Method: The investigation is based on video recordings of two autistic children in family and therapy settings. The analytical process is informed by CA and multimodal interaction analysis. It focuses on sequences in which atypical pragmatic behavior occurs, and specifically on the interactional uptake of the atypical behavior by the different conversational partners. Results: The analysis suggests a link between the respective interactional setting and the interactional uptake of atypical pragmatic behavior. This is shown in the case of both autistic children. The therapists’ uptakes are explicit and critically examine the children’s atypical pragmatic behavior, thereby focusing on form, whereas the family members’ uptakes are implicit, with a focus on conversational content. These two types of uptakes have different effects on the flow of ongoing conversation: only the therapists’ uptakes lead to an interruption followed by a side sequence. Discussion/conclusion: Because of the effects that interlocutors’ uptakes have on the conversational flow, the autistic children appear pragmatically more or less competent. The results indicate that pragmatic competence should not simply be seen as a personal trait, but also as a mutually accomplished, co-constructed, and context-dependent phenomenon. This interaction-centered – in contrast to person-centered – view of pragmatic competence is accompanied by a shift of perspective in the assessment of pragmatic competencies and possible interventions.
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Authors: Christopher Pudlinski, Rachel S. Y. Chen
Pages: 220 - 240
Abstract: Background: Typically understood as a symptom of a speech disorder, stuttering is the verbal repetition of sounds, words, or phrases that suspend the progression of a speaker’s turn. Method: Using conversation analysis, over 180 phrasal multisyllabic stutters were found in audio recordings of peer telephone support in the United States. Results: Most phrasal stutters arise from early, within-turn indicators of potential sequential, semantic, or syntactic trouble. Typically produced with quick pacing, the stutters are varied, including the latching of sounds across words, abbreviated words, word blends, and/or unintelligible sounds. Elongated or cut-off sounds often indicate the seeming end of a stutter, with either abandonment or a typically fluent completion of a current turn occurring upon a stutter’s conclusion. Importantly, the other interactant never interrupts or completes the stutter. Discussion/conclusion: These findings contradict prior conversation analytic studies of stutters and describe stuttering as a normalized everyday action, where speakers can successfully navigate disfluency to reach eventual fluency.
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Authors: Yu-Han Lin
Pages: 241 - 267
Abstract: Background: This study examines caregivers’ use of ‘where are you going'’ in Mandarin and Taiwanese to address residents’ wandering-related actions in routine caregiving interactions. Method: Using multimodal conversation analysis, video recordings of interactions between Taiwanese residents and caregivers from Taiwan and Vietnam are analyzed. Results: ‘Where are you going'’ accomplishes the following institutional actions: this turn signals residents’ actions as problematic; simultaneously, it aims to halt residents’ actions, draw residents’ attention, and/or hold residents accountable for their actions. Residents respond in one of four ways, suggesting their distinct understandings of the same turn: [+/– halt] and [+/– account]. The caregivers’ subsequent actions indicate their institutional orientation as caregivers. In particular, helping the residents to walk or move their bodies relies on resident–caregiver collaboration. Discussion/conclusion: This study demonstrates wandering and its management from an emic (participant-oriented) perspective and presents ‘where are you going'’ as a practical non-pharmacological intervention.
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Authors: Sophia Lindeberg, Nicole Müller, Christina Samuelsson
Pages: 268 - 291
Abstract: Purpose: In primary progressive aphasia (PPA), multimodal means may gradually become more important in conversations. In this study, the aim was to investigate the functions of hand movements of a man with PPA. Method: Peter and Karen participated in this study. Peter was diagnosed with nonfluent PPA two years prior to data collection. Casual conversation and cognitive and linguistic testing were audio- and video-recorded. Analyses were informed by multimodal interaction analytical approaches. Results: The results showed that Peter’s opportunities to engage in conversations were enabled within a co-operative framework, where Peter would contribute within a predetermined slot using a variety of multimodal resources to, for example, organize turn-taking or repair difficulties relating to verbal output. Discussion and conclusions: Studying multimodal resources across tasks may reveal important features of the ways in which persons with communicative impairment adjust to different contexts. In clinical settings, multimodal resources need to be viewed as multi-layered actions rather than as isolated contributions.
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Authors: Isabel L. Windeatt-Harrison, Traci Walker
Pages: 292 - 311
Abstract: Background: This article uncovers why people with severe expressive aphasia’s turns-at-talk are sometimes not treated as producing an action by their communication partners, and the impact this has on the person with aphasia’s (PWA’s) agency. We demonstrate resources PWAs use to pursue talk and which assist with the production of a recognizable action. Method: We examined turns produced by four PWAs and their communication partners (CPs), where present, using conversation analysis, identifying features that do not receive a response and features promoting action ascription. Analysis: The PWAs’ semantically empty or unclear turns, turns lacking sequential context, or the CPs’ focus on their own actions led to a lack of action ascription. However, CPs do attend to PWAs’ multimodal features of interaction, and PWAs’ repetition accompanied by an upgraded gesture was shown to pursue a response. Action ascription was aided by the PWAs’ preserved use of silence as a communicative device. Discussion: When PWAs’ actions are not appropriately ascribed, their agency may be diminished. Communication partners should attend to all features of the PWA’s turns, including gesture and silence, to progress the PWA’s action, rather than their own misappropriated action. This may mean accepting a delay in progressivity while the PWA pursues an appropriate response. Through this, the PWA’s agency in interaction can be maintained, and intersubjectivity achieved.
Keywords:
involving French-speaking children with autism spectrum disorder-
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Authors: Mari Wiklund, Simo Määttä
Pages: 312 - 327
Abstract: Background: In this article, we analyze a group therapy session involving four 11- to 13-year-old French-speaking boys with autism spectrum disorder (ASD) and their two female therapists. We focus on speaking turns in which the therapists reformulate the contents of a preceding turn produced by a child. Method: Methodologically, the study is based mainly on conversation analysis. Results: The analyses show that the therapists clearly aim to achieve meaningful learning outcomes with regard to the topic of conversation, and the reformulations constitute an essential tool in this process. Most often, reformulations are used to provide a more compact and more effective formulation of the turn in terms of the topic of conversation. Sometimes, a reformulation is used to assist a speaker who is experiencing problems with the formulation of their utterances. The reformulations also often include signs of approval and constitute positive feedback for the children. In some contexts, for example, in the case of turns including sensitive content, reformulations can constitute a strategy of avoiding repetition.
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Authors: Gitte Rasmussen
Pages: 328 - 355
Abstract: Background: This study shows how the use of wheelchairs due to mobility impairment influences the configuration of interactional spaces and the initiation of conversation. It takes as a case in point the spatial arrangements and interactions between sports students using wheelchairs and their co-participants in a Danish sports high school. Method: Using the framework of research into ethnomethodological conversation analysis (EMCA) in atypical multimodal interaction, this study demonstrates how co-participants with and without impairments consider factors such as the position, size, design, and maneuverability of the wheelchair when they configure interactional spaces and organize conversational beginnings, and how the bodily orientation of the wheelchair user toward a specific physical environment and space is also taken into account. Furthermore, the co-participants’ conversation is adapted to fit these arrangements. The study describes features of spatial configurations that apply irrespective of the presence, type, and degree of disability in speech, language, and communication among the co-participants. The study draws on 10 hours of video recordings. Results and conclusion: The study indicates a need to investigate everyday conversation in its natural surroundings. Detailed descriptions of how co-participants draw upon available material, technological, and bodied ‘modes’ as resources may re-specify our understanding of aspects of conversations when impairments are involved.
Keywords:
interactions in inclusive groups-
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Authors: Anni Kilpiä, Katja Dindar, Eija Kärnä, Hannu Räty, Anniina Kämäräinen, Calkin Suero Montero
Pages: 386 - 407
Abstract: Background: Previous research regarding unresponsiveness in peer interaction, including participants on the autism spectrum (AS), is mainly based on predefined categorizations of unresponsiveness; thus, there is a need for conversation analytic research to examine unresponsiveness from participants’ perspectives. Method: Multimodal conversation analysis (CA) was applied to examine unresponsiveness in task-focused multiparty peer interactions of an inclusive group, including one participant on the AS. Results: The results showed that it was not meaningful to analyze unresponsiveness in situations where there was no (aligning) response and all participants’ orientations revealed that a response was (not) needed. Instead, participants’ discrepant orientations to the response relevance made unresponsiveness a meaningful issue for participants to negotiate. Discussion/conclusion: The CA approach can be useful for examining unresponsiveness accurately. The combination of both the speaker and recipient(s) orientations to response relevance can be used as a conceptual tool to identify unresponsiveness when it is relevant for the participants.
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cognitive impairment and Alzheimer’s disease, and healthy controls-
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Authors: Gareth Walker, Traci Walker, Ronan O'Malley, Bahman Mirheidari, Heidi Christensen, Markus Reuber, Daniel Blackburn
Pages: 408 - 429
Abstract: Background: Asking patients who have been referred to memory clinics open questions about recent events has been shown to have diagnostic relevance. Method: We use conversation analysis to look at responses to questions about recent events. The interviewees are healthy control (HC) participants, people with mild cognitive impairment (MCI), and people with Alzheimer’s disease (AD). Results: We show differences among the groups’ use of claims of memory problems, self-directed questions, and well-prefacing. Healthy control participants produce more talk in response to all of these, while people with MCI and AD either do not, or do so in demonstrably different ways from both HC participants and each other. Discussion/conclusion: Healthy control participants are both willing and able to ‘show off’ their memory, while people with AD are willing but generally unable to do so. People with MCI, in contrast, display themselves as both unwilling and unable to engage with the agent’s questions as tests of memory.
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Authors: Bracha Nir, Gonen Dori-Hacohen
Pages: 430 - 455
Abstract: Background: The study investigates how participants in the institutional interaction between caregiver-child-therapist negotiate rapport-building. This setting, which is usually taken as a dyad, is an actual triad. Method: We focus on examples taken from five speech-language therapy (SLT) openings, analyzing the resources that lead to alliances as rapport-building through the turns of talk. We connect these alliances to the configuration of the setting. Results: The analyses highlight different dyadic participant alliances within the triadic constellation: child-therapist, caregiver-therapist, therapist-child. These alliances are formed through complaints regarding the participants’ investment in the therapy. The therapists concentrate their efforts on the child, whereas the parents focus on creating rapport with the therapist. Discussion and conclusion: The balancing act of rapport-building in the therapeutic triad of SLT is complicated, since the family is not composed of equal members. Therefore, ‘ironing’ the creases of the caregiver-child-therapist into a pseudo-dyad either ignores the differences that exist between a parent and a child or does not work.
Keywords:
progressive aphasia and their family conversation partners-
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Authors: Anna Volkmer, Shreeya Mistry, Daniella Thompson, Jason D. Warren, Suzanne Beeke
Pages: 456 - 485
Abstract: Background: Primary progressive aphasia describes a group of three rare language-led dementias: semantic, logopenic, and non-fluent. The small number of conversation analysis studies to date suggest that repair and turn-construction practices in primary progressive aphasia are similar to those seen in post-stroke aphasia. This study investigates the collaborative aspect of these practices between people with primary progressive aphasia and their conversation partners. Method: Conversation analysis was used to investigate collaboration in repair and turn-construction practices in 10-minute video recordings of natural conversation collected from two dyads, one with logopenic and one with mixed primary progressive aphasia. Results: This study demonstrates that people with primary progressive aphasia have a range of practices available to construct their turns, and that their conversation partners collaborate to co-construct talk. Discussion: Findings demonstrate that collaboration can support interaction or lead to further interactional trouble. Collaborative practices are important targets for speech and language therapy interventions.
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