Learning‐in‐interaction: Resourceful work by people with aphasia and therapists in the course of language impairment therapy

Horton, Simon

doi:10.1080/02687030802066582

Cited by 15 publications

(17 citation statements)

References 32 publications

(50 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Horton (2007Horton ( , 2008Horton ( , 2011 attempts to explicate to what degree the structure of SLT and PWA interactions conforms to what is known about the structure of other institutional interactions. Horton (2007) describes the initial "settling-down" phase of a therapy session, relating the choice of topics taken up by the SLT to identity and power relationships as enacted through language and through therapy itself.…”

mentioning

confidence: 99%

Managing Problems of Acceptability Through High Rise-Fall Repetitions

Benjamin

Walker

2013

Discourse Processes

View full text Add to dashboard Cite

Background: There is scope for additional research into the specific linguistic and sequential structures used in speech and language therapist-led therapeutic conversations with people with aphasia. Whilst there is some evidence that SLTs use different conversational strategies than the partners of PWA (Lindsay & Wilkinson 1999), research to date has focussed mainly on measuring the effects of conversationbased therapies -not on analysing therapeutic conversations taking place between SLTs and PWA.Aims: This paper presents an analysis of the use of oh-prefacing by some PWA during therapeutic supported conversations with SLTs. Methods & Procedures: Normally-occurring therapeutic conversations betweenSLTs and PWA after stroke were qualitatively analysed using Conversation Analysis (CA). Interactions with five people with aphasia were video-recorded, involving three different specialist stroke SLTs. Outcomes & Results:The analysis revealed a difference in the way some PWA use turns that display understanding (e.g., oh right) vs those that continue the conversation, merely claiming understanding (e.g., right). This use of oh-prefacing is similar to that described in typical conversations by Heritage (1984). In our data, SLTs are shown to treat oh-prefaced turns differently from non-oh-prefaced turns, by pursuing the topic in the latter, and progressing on to a new topic in the former. Conclusions:At least some PWA use oh-prefacing in the same way as non-languageimpaired adults to display understanding of information, vs. merely claiming to understand. The SLTs in our data are shown to treat non-oh-prefaced turns as mere claims of understanding by providing the PWA with additional information, using supported conversation techniques (Kagan 1998), and pursuing additional same-topic talk, whereas oh-prefaced turns are treated as displays of understanding by being confirmed, and leading to changes of topic. This study is a first step in providing SLTs with a clearer understanding of the ways in which they are assessing the understanding of PWA, which may in turn help them better support non-therapy staff.

show abstract

mentioning

confidence: 99%

Managing Problems of Acceptability Through High Rise-Fall Repetitions

Benjamin

Walker

2013

Discourse Processes

View full text Add to dashboard Cite

show abstract

“…Traditionally conceived and explored in neuropsychology (Abel et al, 2005;Morton, 1979), they have more recently been investigated in an interactional and conversation analytic perspective (cfr. Horton, 2008;Merlino, 2017;Wilkinson, 2013). Studying the interactive accomplishment of these activities has allowed for recognizing that they constitute a specific form of social interaction through which the client is both assessed and treated.…”

Section: Aphasia Speech and Language Therapy As A Form Of Institutionmentioning

confidence: 99%

“…Feedback helps bracket segments and establish the progress of the exchange, contributing to the client's expectancies and knowledge of when and how to respond" (p. 224). Following a more situated and interactional analysis of talk, Horton (2008) suggest that: "The more straightforward understanding is of feedback occupying the third turn of the three-part instructional sequences that are core of aphasia language therapy, with the function of providing information about the aphasic person's response." (p. 1000).…”

Section: Therapist's Feedbacksmentioning

confidence: 99%

“…A recurrent asymmetric distribution of turns and actions can be observed; particularly, the speech therapist initiates and "drives" (cf. Ferguson & Armstrong, 2004;Horton, 2008;Horton & Byng, 2000;Silvast, 1991) most of the activities, asking questions and evaluating the client's response, giving cues and instructions. Research on aphasia speech therapy has largely insisted on this asymmetry (Cortazzi & Jin, 2004;Silvast, 1991; but see Merlino, 2017, and, for a discussion about client's negotiations of this asymmetry) and on the type of participation it implements for the client.…”

Section: Aphasia Speech and Language Therapy As A Form Of Institutionmentioning

confidence: 99%

“…With regard to other healthcare and therapeutic settings of interaction that have been largely explored in Conversation Analysis (such as doctor-patient communication, see Maynard & Heritage, 2005; psychoanalytic sessions, see Peräkylä et al, 2008;physiotherapy, see Parry, 2004), and despite the extended research that has been recently realised on both therapeutic and ordinary interactions with aphasic speakers 1 , aphasia speech therapy is still an underdeveloped area of investigation (but see Horton, 2006Horton, , 2008Merlino, 2017;Wilkinson, 2004Wilkinson, , 2011Wilkinson, , 2013. Nevertheless, the analysis of the institutional features of this social event, together with a better understanding of its communicative dynamics, are crucial to highlighting the specificities of a setting of interaction which intersects health/rehabilitation with pedagogical/learning issues.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Assisting the Client in Aphasia Speech Therapy: A Sequential and Multimodal Analysis of Cueing Practices

Merlino¹

2018

HUJE

View full text Add to dashboard Cite

This paper investigates aphasia speech therapy as a particular form of institutional interaction dedicated to the recovery of language and communicative abilities in adult speakers. This specific form of social interaction involves both health and pedagogical issues, by presenting features generally observed in instructional settings. The paper investigates these features by focusing on the interactional and sequential organisation of naming activity -that is, the activity of naming a card. Through detailed analyses of participants' multimodal conduct, it is shown that this task (e.g. producing a specific linguistic item) is collaboratively accomplished. This defends a conception of the therapy as a socially situated and collaborative process, whose dynamics must be investigated taking into consideration participants' multimodal resources. By focusing in particular on the cueing practices used by the therapist in order to assist the client's word retrieval and production of the target item, the paper shows that these practices are strictly dependent on the micro-details of interaction, on the client's audible and visible conduct, and as such are incrementally and locally occasioned. It therefore highlights the active role played by the client in negotiating the assistance needed by the therapist and, more broadly, in co-constructing the therapeutic process.

show abstract

Shifting Granularity: The Case of Correction and Aphasia

Barnes

Possemato

2020

Atypical Interaction

View full text Add to dashboard Cite

Learning‐in‐interaction: Resourceful work by people with aphasia and therapists in the course of language impairment therapy

Cited by 15 publications

References 32 publications

Managing Problems of Acceptability Through High Rise-Fall Repetitions

Managing Problems of Acceptability Through High Rise-Fall Repetitions

Assisting the Client in Aphasia Speech Therapy: A Sequential and Multimodal Analysis of Cueing Practices

Shifting Granularity: The Case of Correction and Aphasia

Contact Info

Product

Resources

About