Background: This study describes the social organization of evaluation activities in tests of robot-assisted walking involving young adults with mobility impairments. It shows how professionals and young adults with reduced gait function collaboratively conduct assessments regarding the robot's impact on their walking patterns. Method: Through an ethnomethodological and conversation analytic approach, the study focuses on how the participants in robot-assisted walking make sense of and establish a shared understanding of bodily and robotic movements, partly achieved by relying on the body being evaluated, which is also impaired. The study is based on video recordings from two different settings. Results: The participants use assessments to make experienced or observed mobility issues publicly available, which enables accommodations for full and comfortable participation. The article shows that the sequential organization of the assessments depends on when they appear and who initiates them and that the impairment may influence how the actions within the assessment sequences are carried out. Finally, the organization of the assessments is influenced by the mobility impairment in that the body may not always be relied on for communication. For example, an external force such as a robot makes walking more challenging. Discussion and conclusion: This study suggests that mobility impairments influence the accomplishment of an intersubjective understanding in evaluation activities, which highlights the need for further research on how mobility impairments influence everyday interaction.
Students who use augmentative and alternative communication (AAC) systems experience participation barriers in fast-paced classroom discussions due to the extensive time required to compose and formulate contributions with AAC relative to spoken language. One instructional practice educators use is to call on a student who uses an AAC system to prepare a contribution while instruction continues and then come back for the student's response later. The principles of conversation analysis were used to record, transcribe, and analyze use of this call-on-and-come-back practice by a teacher and a speech and language pathologist during group instruction with a boy who used AAC. Using a participation framework, the analysis suggests the call-on-and-come-back practice did little to address the participation barriers and instead introduced new challenges to participation using an AAC system. Given that this practice promoted student exclusion, disengagement from the group discourse, competing demands for attention, and missed learning opportunities, caution should be used when considering its use with children who use AAC systems.
Aphasia impacts relationships by altering communication dynamics, potentially leading to emotional disconnection or, alternatively, bringing partners closer as they support each other through challenges. The study aimed to describe how partners in a relationship perceive the impact of aphasia on their communication interactions. Five couples participated in this qualitative case study design, each comprising a partner with chronic stroke-related aphasia. Initial brief intake surveys were conducted followed by in-depth interviews. Five main themes were constructed through thematic analysis: aphasia alters conversational role dynamics and interactions; couples employ strategies to overcome communication challenges; communication difficulties lead to conflict and hinder resolution; partners of a couple experience diverse emotional reactions to the effects of aphasia; and perceptions of support differ between partners of a couple. Speech-language pathologists play a key role in restoring a more balanced distribution of listener–speaker roles in couples' communication post-aphasia. Understanding both partners' emotional reactions to communication challenges can better equip healthcare professionals to manage these within relationships, ensuring couple-centered care.
This paper is a partial result of the Interteach project, a national study based on a Swedish survey regarding interaction and evidence-based methods in teaching of pupils 7–16 years of age in the Swedish compulsory school for pupils with intellectual disabilities (ID). The study aims to quantitatively investigate the teachers’ views on interaction and to what extent pupils in Swedish compulsory schools for pupils with ID (focusing on pupils with autism spectrum disorder [ASD]) are given the opportunity to interact with other people in their daily education, according to the teachers’ reports. Some qualitative data are also included, generated via an open-ended question in the survey. To the best of our knowledge this is the first Swedish study that aims to unpack this practice. The majority of the teachers in the study find the use of communication maps in interaction important (87%), while 67% find the use of speech-generating devices (SGD) in interaction important. Another finding of this study is that 95% of the teachers in the study state that it is of great importance that pupils with ASD interact with their surroundings, while 39% describe the pupils’ involvement in interaction as being restricted in practice. The open-ended question reveals that the participants view a combination of methods as useful in improving speech, language, and interaction. The results indicate that the teachers believe that interaction is important and, in addition, are positive toward the use of augmentative and alternative communication. This fact is also established via answers to the open-ended question, in which teachers discuss the importance of relationship building and using empathy, knowledge, and understanding in their work. However, there may be a paradox present, manifested through a discrepancy between the teachers’ views and practice. Among the participants, 39% describe pupils’ involvement in interaction during the school day as restricted. Another finding is that in Sweden as a whole, about 26% state that using SGD for pupils with ASD is not important (compared to communication maps, which are considered unimportant by 10% of the population), although about 95% state that it is important for pupils with ASD to interact with others.
Background The article addresses the role of sight and blindness in a multisensory museum experience for visually impaired persons and their sighted assistants. Although this museum is not specifically tailored to visually impaired visitors, the haptic access to all the exhibited objects represents new opportunities for them, which makes the museum visit a perspicuous activity to study sensoriality in interaction. Within a material ecology designed to appeal to all the senses, what are the consequences of not seeing and engaging primarily with senses other than sight? Methods Based on video recordings of museum visits and using ethnomethodology and conversation analysis (EM/CA) to approach multimodality and sensoriality, this study examines the multisensorial practices of visually impaired visitors and how they engage with sighted companions to maximize the opportunities provided by haptic access. Results Focusing on the particular practice of a sighted person guiding the hand of the visually impaired person, this study shows how participants reinterrogate the observable effects of the primacy of sight, the opportunities for haptic and auditory sensorial experiences, and their praxeological and intersubjective consequences. Discussion/conclusions The article highlights conceptual issues of multisensoriality, co-sensoriality, and sensory impairment in EM/CA, with a special focus on materiality, embodiment, and intersubjectivity.
Background This article shows a visually impaired person (VIP) trying to locate products while shopping using the commercially available computer vision device Orcam.Method Based on ethnomethodological conversation analysis and perspectives on materiality and agency from a post-praxiological position, the study shows, through detailed analysis of transcribed video excerpts, the observable sense-making practices related to this technology.Results The study shows the VIP and researcher-participants exploring what the device can and cannot do, and how the local body-object-environment relations need to be organized to make the device scan. The study shows the value of applying a post-praxiological approach to understanding socio-material practices. It also introduces the 'video-based contextual inquiry' method as a form of researcher engagement in producing the situation and the data collection.Discussion/conclusion The article provides two novel contributions: (1) to the field of ethnomethodology and conversation analysis research, with a critical reflection on semi-experimental data collection and the role of the researcher, the materials, and the distribution of agency; and (2) to the field of impairment and disability studies, with insights on locally organized body-object-environment relations and the design of artifacts for computer vision recognition technology.
Background There is a lack of studies investigating how visually impaired individuals are trained to interact with their guide dogs during urban mobility exercises. This is a perspicuous setting for the investigation of the praxeological organization of visual impairment in everyday activities. Method This study analyzes video-recorded training sessions in French, in which trainers accompany blind people and their newly assigned guide dogs in urban mobility exercises. The study adopts multimodal conversation analysis to investigate the organization of teaching/learning how to use vocal and non-vocal resources to interact with guide dogs in specific ways for the practical purposes of prompting them to provide navigation assistance, rewarding them for doing a previous task correctly, and correcting them when not responding appropriately. Results Multimodal resources are differentially employed to implement distinct social actions: verbal cues are favored to get the dog to provide navigation assistance; touching is employed in combination with vocal resources to either reward the dog or correct its conduct. Two instructional configurations are identified: (1) the trainer instructs the trainee about what to tell the dog to do next by incorporating a verbal cue to be addressed to the dog; (2) the trainer instructs the trainee about what to do next to/with the dog. Discussion/conclusion The pedagogical importance given to using vocal and embodied resources in specific ways for interacting with the guide dog configures the latter as a participant in and recipient of social actions entailing both practical and affective aspects rather than as a mere aid to mobility.
Background Orientation and Mobility (O&M) training sessions are critical for persons with visual impairment. Therefore, research on the interaction between a person with visual impairment (PVI) and an Orientation and Mobility Specialist (OMS) is valuable. Method Data were based on two cases from the authors’ video dataset of an O&M training session, which were transcribed and analyzed using an ethnomethodology and conversation analysis approach to multimodal interaction. All participants were native Japanese speakers; thus, the data were in Japanese. Result We describe the phenomenon where the PVI touches a particular object to get the attention of the OMS (the sighted co-participant), and the OMS indicates that joint attention has been achieved through an utterance. A further phenomenon is when the OMS mentions the object through an utterance. When the PVI touches the object, the OMS confirms that it is the one they mentioned by utterance. Discussion/conclusion These types of phenomena (hand or foot movement practices conducted by the PVI) are understood by the OMS as actions of indicating rather than actions of detecting, in terms of their composition and position, resulting in a sequence including the co-occurring utterance. This practice is described in this study as ‘touching as pointing.’
Background: Previous studies have demonstrated that communication partner training is an effective means to alter the use of communication aids. Partners use many types of facilitative strategies and practices during aided interaction. Despite the study findings, communication aids are often unused, and communication partners feel that using them is challenging. Aim and method: This article describes the positive change that occurs in a mother's practices during aided conversation with her son after a video-based intervention. The research method is conversation analysis. Results: The analysis demonstrates how before the intervention, the mother pushed her son to use a speech-generating device, and how after the intervention she facilitated his use of the device by using it together with her son, and by positioning herself as an equal conversationalist who shared her thoughts. Conclusion: The results of this study contribute to a deeper understanding of different communication partner practices and offer new ideas for updating the general recommendations for facilitating aided conversations.
The forthcoming special issue on ‘The practical and interactional accomplishment of living with visual impairment’ explores aspects of everyday life for people with visual impairment.
Background: This article shows a visually impaired person (VIP) trying to locate products while shopping using the commercially available computer vision device Orcam. Method: Based on ethnomethodological conversation analysis and perspectives on materiality and agency from a post-praxiological position, the study shows, through detailed analysis of transcribed video excerpts, the observable sense-making practices related to this technology. Results: The study shows the VIP and researcher-participants exploring what the device can and cannot do, and how the local body–object–environment relations need to be organized to make the device scan. The study shows the value of applying a post-praxiological approach to understanding socio-material practices. It also introduces the ‘video-based contextual inquiry’ method as a form of researcher engagement in producing the situation and the data collection. Discussion/conclusion: The article provides two novel contributions: (1) to the field of ethnomethodology and conversation analysis research, with a critical reflection on semi-experimental data collection and the role of the researcher, the materials, and the distribution of agency; and (2) to the field of impairment and disability studies, with insights on locally organized body–object–environment relations and the design of artifacts for computer vision recognition technology.
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.
Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children's school. Results: The situated shared book reading is regulated by interaction rules. A pattern of collaborative, responsive behavior where the children align to each other's initiatives is identified within these interaction rules. Discussion and conclusion: The shared book reading format has a scaffolding function in the interaction. The findings illustrate how a typically developing peer is able to align to the sensory and cognitive capacities displayed in the child with DS-HI, and how this facilitates co-created meaning-making in the interaction.
Background: Visual and hearing impairments are common co-morbid conditions for Down syndrome (DS). Combined sensory loss can present major communication challenges, which affect the opportunities for equal participation, learning, and development. This article focuses on facilitating social interaction. Method: The study uses conversation analysis based on video recordings of naturally occurring interaction during various activities in school. The sample consists of five children with DS and combined sensory loss and their teachers. Results: The results indicate that the pupils use gaze and vision actively in interaction with adults and respond actively to the other's communicative use of gaze. Gaze is an important resource for the pupils and is strategically used to regulate, orient, and establish attention, but also to express interest and intention. Discussion/conclusion: Despite the pupils' visual impairment, eye contact plays an important role in their communication. To optimize meaning-making and communicative participation, it is important to have knowledge of the individual child's specific sensory and communication challenges as they occur in social interaction. This will increase the opportunity to uncover pupils' communicative strategies, resources, and tactile preferences, which in turn are prerequisites for the facilitation of participation, learning, and development.
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.
Background: Hanen Programs (R) 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 (R) through telepractice, and discusses the feasibility of offering them as part of a continuum of services at the Toronto District School Board in 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 (R) in a school board setting.
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.
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.
