To understand the complex nature of communication disorders and the efficacy of our helping practices requires not only the analysis of objective material phenomena like part-word repetitions, phonemes and morphemes, but also an examination of how these phenomena are interpreted and valued as forms of communication by clients and significant others in the life-world. Personal experience narrative is suggested as one means for understanding experienced outcomes. Other qualitatively oriented methodologies and concepts associated with ethnography of communication and discourse analysis will undoubtedly be useful in this regard.
Quantitative and qualitative procedures were used in this pilot study to develop and evaluate the effectiveness of a language and literacy instruction model for meeting the needs of children with impairments, delays, and differences in regular Head Start classrooms. Although the project addresses a variety of literacy domains, this article focuses on rhyming and letter naming. In the instruction model, children were exposed to motivating examples of rhyme and letter targets in different activity structures embedded across the curriculum. A crossover design compared two classrooms of children trained on letter and rhyme targets in a different order. Results of an analysis of variance revealed a significant Condition (rhyme first vs. letter first) x Task (rhyme generation vs. letter generation) x Time (Posttest 1 vs. Posttest 2) interaction. At the first posttest, children in the rhyme-first condition performed better than those in the letter-first condition on rhyme generation, whereas children in the letter first condition performed better on letter generation. At the second posttest, after the groups had experienced instruction in both areas, the children performed comparably on both tasks. In addition to the quantitative analyses, qualitative analyses were also conducted. A qualitative examination of children's participation revealed their affective involvement and engagement in instructional activities. Changes in the children's awareness of their capacity to rhyme and changes in their displayed abilities to participate in rhyming activities were also documented.
We examined if and how laughter functioned communicatively as an indicator of engagement in group interactions involving adults with traumatic brain injury (TBI). Engagement refers to the intensity and manner of interpersonal involvement displayed by participants in social situations, and it reflects the extent to which they are mutually engrossed in, and alive to, the unfolding interaction. Analysis revealed that laughter functioned communicatively to support the "face," or public self-image, of those with TBI and to foster rapport and social closeness. The distribution of laughables, or verbal and nonverbal behaviors that occasion laughter, between participants was also examined and compared with data collected by Simmons-Mackie and Schultz in their analysis of humor during traditional aphasia therapy. Results revealed that laughter and laughables are sensitive to how individuals engage one another in interaction. Implications are considered with respect to more recent models of intervention that seek to promote more discourse equality between participants.
This investigation examined how the interpretive practices of a speech-language pathologist (SLP) contributed to the construction of identity among adults with traumatic brain injury (TBI) during group therapy in a hospital setting. Six group therapy sessions were video-recorded and transcribed (yielding a total of 8,056 utterances). Attention was paid to patient expressions of identity and ability, the communicative functions of these expressions, and the manner in which these expressions were evaluated by the SLP. The SLP was also interviewed regarding the nature of therapy practice. Analysis revealed that the interpretive voice of the SLP dominated in ascribing a patient identity of self as damaged goods. Implications are discussed in terms of how the institutional setting, the perceived nature of TBI, the agenda of the SLP, and the interactional substrate combined to motivate such interpretive practices on the part of the SLP.
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