Oral Communication Skills in Senior Citizens: A Community Service Model

Kosky, Christine; Schlisselberg, Gloria

doi:10.1044/ihe16.1.28

Cited by 2 publications

(4 citation statements)

References 1 publication

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“…The basis of Contact theory has been applied by SLPs in community-based group programs in Communication Disorders (Kosky & Schlisselberg, 2011). Typically in speech and/or language group therapy, cooperation between group members and opportunities for friendship are commonly observed.…”

Section: Intergenerational Programs (Igps)mentioning

confidence: 99%

“…Frequently, IGPs presented in the literature involve healthy older adults interacting with typically developing children, or student clinicians in the health professions (e.g., human development, social work, and speech-language pathology; Jarrott & Bruno, 2003; Kosky & Schlisselberg, 2013). Recently, more IGP studies have been conducted with older adults with dementia (Femia et al, 2008; Gigliotti et al, 2005; Jarrott & Bruno, 2003, 2007; Kosky & Schlisselberg, 2013; Lee, Camp, & Malone, 2007). Many of the activities used in these IGP studies and those with typically aging adults are Montessori-based (AARP, 1998; Femia et al, 2008; Gigliotti et al, 2005; Jarrott & Bruno, 2003, 2007; Kuehne & Kaplan, 2001; Lee et al, 2007).…”

Section: Igps and Older Adults With Cognitive-communication Impairmentsmentioning

confidence: 99%

“…In the speech-language pathology literature, very few IGP studies have been conducted. Kosky and Schlisselberg (2013) described a community-based service model that “promotes transgenerational engagement” (p. 28). This clinical program involved the participation of graduate students in communication disorders and senior citizens with and without dementia.…”

Section: Igps and Older Adults With Cognitive-communication Impairmentsmentioning

confidence: 99%

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Children and Adults Reading Interactively

Isaki

Harmon

2014

Communication Disorders Quarterly

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This exploratory Intergenerational Program (IGP) focused on reading to determine whether it affects mood and communication in older adults with mild dementia and neurocognitive deficits, and if it influences school-aged children’s perceptions of older adults over time. Six older adults with cognitive-communication deficits and 12 school-aged children, identified with language and reading concerns, participated for 45 min weekly for 8 weeks in this IGP. The Mini-Mental State Exam, an adult mood and communication questionnaire, and a questionnaire about the children’s perceptions of older adult were administered. No significant findings were obtained from measures of the older adults. Significant findings were obtained for the school-aged children’s perceptions of older adults. Changes in reading behaviors were noted by the teacher and parents. Through observation and comments, the participants indicated mutual enjoyment of this IGP. This IGP is novel because it includes two populations with communication disorders and warrants further investigation.

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Section: Intergenerational Programs (Igps)mentioning

confidence: 99%

Section: Igps and Older Adults With Cognitive-communication Impairmentsmentioning

confidence: 99%

Section: Igps and Older Adults With Cognitive-communication Impairmentsmentioning

confidence: 99%

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Children and Adults Reading Interactively

Isaki

Harmon

2014

Communication Disorders Quarterly

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“…Although all modes of expression hold potential for meaning making, music and singing in particular, have been underexamined. Extant research has often focused on the ways singing can support print literacies (i.e., linear reading and writing) and also indicates that singing may be a meaning making practice in its own right with the potential for creating and sustaining transformative meaning making and in turn relationship‐building opportunities for children (Bailey, ; Siegel, ) and elders (e.g., Kosky and Schlisselberg, ). To build upon this literature, our research asked: How might singing expand literacy options and relationship building in the multimodal ensembles?…”

mentioning

confidence: 99%

Singing our song: the affordances of singing in an intergenerational, multimodal literacy programme

2017

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This exploratory case study examined the affordances of singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational programme that served a class of kindergarten children and community elders. The programme that was set up by the study in collaboration with a rural school and elders' organisation saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship‐building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in an elders' home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of data in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and make meaning as a group while combining modes. Study findings foreground the communicative power of singing and suggest how singing, when viewed through a multimodal lens, might be a potent tool for multimodal literacy learning.

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Oral Communication Skills in Senior Citizens: A Community Service Model

Cited by 2 publications

References 1 publication

Children and Adults Reading Interactively

Children and Adults Reading Interactively

Singing our song: the affordances of singing in an intergenerational, multimodal literacy programme

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