Journal of Interactional Research in Communication Disorders <p>The <em>Journal of Interactional Research in Communication Disorders</em> provides a unique forum for qualitative research relating to the ways in which disorders impact on communication and interaction. The interactions include e.g., every day, therapeutic, and educational interactions in home, institutional, organizational, private, and public settings. The disorders include in principle any, e.g., speech and language, communicative, visual, physical, cognitive, and mental disorders. JIRCD also accepts studies in contextual issues involved in these interactions. It includes quantitative studies in social interaction. </p> Equinox Publishing Ltd. en-US Journal of Interactional Research in Communication Disorders 2040-5111 <p>© Equinox Publishing Ltd.</p> <p>For information regarding our Open Access policy, <a title="Open access policy." href="Full%20details of our conditions related to copyright can be found by clicking here.">click here</a>.</p> Perseverative storytelling in autism as an interactional phenomenon <p>Background: Topic perseveration is often considered to be an autistic trait observable in more verbally able individuals with autism. However, the phenomenon has been subject to little empirical research. The aim of the present article is to explore the organization of perseverative talk within the context of autistic storytellings.</p> <p>Method: A conversation analytic approach offers insights into the ways in which two adults with autism initiate, develop, and pursue storytellings in naturally occurring interactions. Moreover, the co-participants’ management of the apparently perseverative autistic talk is brought into focus.</p> <p>Results: The findings show that the two storytellings investigated here are successfully launched and initiated with a subtle sensitivity to the local environments of the ongoing interaction. Furthermore, the adults with autism develop and pursue their tellings with an orientation to the co-participants’ display of structural support of the storytelling activity (alignment). However, the autistic tellers pursue their stories despite recipients’ display of disinterest in their projects (disaffiliation). In both cases, story closure is initiated by the recipients, who treat the tellings as sequentially non-implicative actions.</p> <p>Discussion/conclusion: The findings propose that perseverative storytellings are locally and collaboratively managed social activities, developed on a turn-by-turn basis in natural interaction. The study argues that recipients’ feedback, both mid-telling and post-telling, contributes to the perseverative character of the tellings. This interpersonal approach to perseveration suggests that the most common intrapersonal conceptualizations of the phenomenon need to be refined to some extent.</p> Christina Emborg Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-09 2022-09-09 14 1 1–44 1–44 10.1558/jircd.20431 Aphasia and explicit next speaker selection <p class="Abstract" style="margin-left: 0cm; text-align: justify;">Introduction: Typical speakers use various explicit practices for selecting a next speaker in everyday conversations, but little is known about how explicit next speaker selection is accomplished by people with aphasia and their conversation partners, nor the effects of aphasia on this aspect of conversation.</p> <p class="Abstract" style="margin-left: 0cm; text-align: justify;">Method: This study explores explicit next speaker selection in Indonesian multiparty conversations involving people with aphasia. A total of 150 minutes of conversation were analyzed using conversation analysis, focusing on a set of 208 questions.</p> <p class="Abstract" style="margin-left: 0cm; text-align: justify;">Results: People with aphasia relied on gaze and tacit resources to select next speakers. They also failed to secure uptake of their questions despite successful selection. When they are selected as next speaker, people with aphasia also experienced difficulty participating effectively.</p> <p class="Abstract" style="margin-left: 0cm; text-align: justify;">Discussion and conclusion: Selecting people with aphasia as next speakers can cause their linguistic competence to be topicalized and may result in their failing to develop a fitted response to the question. The findings of the present study offer some potential new directions for measuring conversations involving people with aphasia.</p> Fakry Hamdani Scott Barnes Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-09 2022-09-09 14 1 45–78 45–78 10.1558/jircd.20512 Assisted eating as a communicative activity <p>Background: This study aims to further the understanding of communication involving people with late-stage dementia by highlighting assisted eating as an interactive joint activity. Assisted eating is, on the surface, primarily a care activity with the purpose of feeding the assisted person and thereby facilitating nutritional uptake. Helping someone to eat requires, nevertheless, fine-grained communication and co-ordination of both attention and embodied actions.</p> <p>Method: Using video recordings where a person with late-stage dementia is provided with assistance to eat, we show how assisted eating is sequentially organized into smaller, local communicative projects, and how each project’s completion is contingent upon the temporal co-ordination of the participants’ attention and embodied actions.</p> <p>Results: The analysis shows how actions necessary to carry out the eating (e.g., manipulating the food, bringing the food to the mouth) are also inherently communicative and achieved through an embodied participation framework.</p> <p>Discussion/conclusion: Our findings show that while the caregiving staff perform most of the actions required in the assisted eating, the person with dementia is a central agent whose actions – displays of engagement and disengagement – are decisive for the progression of the eating activity and play central roles in the interactive achievement of the activity.</p> Anna Ekström Ali Reza Majlesi Lars-Christer Hydén Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-09 2022-09-09 14 1 79–105 79–105 10.1558/jircd.21255 Contrasting strategies for supporting service users in carrying out a routine task <p>Background: When staff engage with service users who have a learning disability, much of the interaction is given over to requests, orders, and directives. In this article, we argue that the exact manner in which staff carry out instructions displays a notably distinct construction of the service user’s abilities and entitlements.</p> <p>Method: We analyze two examples using conversation analysis, the fine-grained inspection of spontaneous interaction.</p> <p>Results: In an episode from a supported residential setting, we see the care staff issue instructions which effectively treat the resident as unable to carry out a task independently (in spite of evidence to the contrary); while in a horticultural therapy setting, staff treat a service user faced with a similar task as being competent – but temporarily unwilling.</p> <p>Discussion and conclusion: These examples reveal, at the fine grain of conversational exchange, the practices used by staff to carry out the custodial requirements of residential care versus the objectives of engendering agency and self-confidence in a more therapeutic setting.</p> Charles Antaki Charlotte Russell Copyright (c) 2022 Equinox Publishing Ltd. 2022-09-09 2022-09-09 14 1 106–121 106–121 10.1558/jircd.21241 Interaction and multimodal expressions in a water-dance intervention for adults with intellectual and multiple disabilities <p>Background: Structured water-dance intervention (SWAN) is an aquatic method customized for adults with profound intellectual and multiple disabilities (PIMD). The aims are to describe and discuss how the SWAN program intervention leader, instructors, and support persons (i.e., the staff) co-operate and facilitate interaction with participants with intellectual and multiple disabilities (IMD), and to identify expressions of emotion by the participants during a SWAN.</p> <p>Method: Video recordings of the interactions were analyzed based on dialogical theory and conversation analysis (CA).</p> <p>Results: The analysis showed that SWAN can be described as an institutional activity, on the one hand governed by an overall, pre-planned structure, and on the other hand affected by the moment-by-moment co-operation and interaction between participants and the staff as the intervention is taking place; also, how several emotional expressions by the participants are responded to by the staff.</p> <p>Conclusions: In interaction during the SWAN, the participants are considered as competent interaction partners, and their multimodal expressions are taken into account by the support persons, instructors, and intervention leader through adaptation to the activity.</p> Marie Matérne Charlotta Plejert André Frank Jessica Bui Karin Ridder Camilla Warnicke Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-13 2022-10-13 14 1 122–153 122–153 10.1558/jircd.22678 Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities <p>Background: This study aims to identify the evidence-based teaching programs regarding communication and interaction that underpin Swedish compulsory schools for pupils with intellectual disabilities (ID).</p> <p>Method: This quantitative census survey fills a gap in the existing research literature, in that all qualified teachers in the schools report on the use of evidence-based teaching programs regarding communication and interaction for pupils with ID.</p> <p>Results: Only a small proportion of the teachers received any formal teacher training on evidence-based teaching programs or participated in any continuing professional development (CPD) on these programs. We also evidenced a teaching gap among Swedish special schools, as commonly used teaching programs differ within Swedish compulsory schools for pupils with ID. In addition, some commonly used teaching programs do not always promote interaction and learning for pupils.</p> <p>Discussion/conclusion: The teaching profession is in need of scientific guidance, in order to create evidence-based teaching practice for pupils with ID, which should be a focus of future studies.</p> Jörgen Frostlund Pia M Nordgren Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-17 2022-10-17 14 1 154–188 154–188 10.1558/jircd.23205