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> en-US <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> (Elizabeth Spencer) (Ailsa Parkin) Sun, 29 May 2022 22:35:13 +0000 OJS 60 Editorial Martin J Ball Copyright (c) 2022 Equinox Publishing Ltd. Sun, 29 May 2022 00:00:00 +0000 Orienting to shared memories and the reminiscing of parents and their children with language disorders <p>Objective: Parent–child reminiscing is known to be facilitative of a child’s cognitive and language development. However, little research exists examining the reminiscing of preschoolers with language disorders. This article examines the interactional and symbolic challenges that parents and children with language disorders face during reminiscing.</p> <p>Method: Two small groups of parent–child participants – one including children with a diagnosed disorder impacting language function and one with typically developing children – were recruited. Reminiscing conversations were elicited, and qualitative methods of analysis were employed to describe patterns of interaction related to the accomplishing of mutual orientation.</p> <p>Results: Reminiscing interactions are framed as occurring in negotiations between topics and in negotiations within a topic. Parents and their children with language disorders faced greater challenges in aligning expectations and mutually orienting to shared understandings of past experiences. Understanding the mechanisms underlying these challenges can support parents in reminiscing and in recognizing learning opportunities.</p> Charlotte Clark, Laura Arrington, Ryan Nelson, Holly Damico, Jack Damico Copyright (c) 2022 Equinox Publishing Ltd. Sun, 29 May 2022 00:00:00 +0000 Conversation books for improving social interaction and social acceptance of children with complex communication needs in India <p>Introduction: This study draws on data from a community-based participatory action research project conducted to develop and evaluate a communication partner training program for supporting parents of children with complex communication needs in South India.</p> <p>Method: The article focuses on one participant with cerebral palsy and his mother. The participant child’s communicative participation and social interaction opportunities were enriched using a conversation book co-constructed by him, his mother, and the trainer-researcher speech-language pathologist during the training program. Data were collected throughout the action research project, including interviews, group meetings, observations, and a trainer-researcher journal.</p> <p>Results and discussion: Applied thematic analysis was employed to analyze the longitudinal data, in order to highlight the changes in the participant child’s social interaction and communicative participation. By describing the process of developing the conversation book as a means of increasing communication and social interaction opportunities for the child, our data illustrate how personalized low-tech augmentative and alternative communication options can be a way to improve social participation for children with disabilities in culturally diverse and low resource contexts, where stigma toward disability provides significant obstacles to social inclusion.</p> Monica Kaniamattam, Judith Oxley Copyright (c) 2022 Equinox Publishing Ltd. Sun, 29 May 2022 00:00:00 +0000 The sociocultural nature of writing in children with autism <p>Background: In the field of communication disorders, practitioners work regularly with school-age children with autism. Routinely, socialization issues impact literacy in this population and consequently become areas of clinical concern. This study addressed common themes from an inquiry into the socialization processes of school-age children with autism as they engaged in writing events as a sociocultural tool in clinical contexts.</p> <p>Method: A qualitative methodology was employed to investigate how three students with autism used writing as a sociocultural tool, and what opportunities the writing activities created for socialization over the course of one semester in a group intervention setting.</p> <p>Results: Three general patterns emerged that highlight the strategies employed by participants which demonstrated their use of writing for socialization, and the sociocultural opportunities the writing process provided.</p> <p>Discussion/conclusion: This study demonstrated that the context of the writing events, where the sociocultural nature of writing was appreciated and valued, created unique opportunities for the participants to engage, socialize, and essentially create a local peer culture.</p> Jamie Maxwell, Ryan Nelson, Jack Damico, Christine Weill Copyright (c) 2022 Equinox Publishing Ltd. Sun, 29 May 2022 00:00:00 +0000 Investigating the interactional significance of the use of well by a child with ASD during writing interactions <p>Background: Understanding the strategies children use to negotiate interactional breakdowns is important, as it can help clinicians to recognize, orient, and mediate the breakdowns collaboratively with the child, in order to re-establish intersubjectivity. In previous clinical and research contexts, one participant we observed evidenced many behaviors initially coded as ‘avoidance’ or ‘failure to maintain topic’ or as problematic in some way. These behaviors often contained specific linguistic devices (e.g., ‘hmmm,’ ‘bu:t,’ and ‘well’). The functions of well as a discourse marker have been documented extensively by conversation analysts in neurotypical populations (e.g., Heritage, 2015; Kovarsky, 1990; Pomerantz, 1984; Schegloff and Lerner, 2009; Schiffrin, 1987). This study employs principles of conversation analysis (CA) to investigate the function of well in the clinical contexts observed.</p> <p>Method: Interactional analysis, a hybrid approach to CA, was employed to investigate one child’s use of well in writing interactions. Data were collected over the course of one semester. Three sessions were chosen for analysis, transcribed, and analyzed for instances of well. Each occurrence was analyzed and coded individually. Thematic analysis followed, in order to arrive at an overall understanding of how the participant employed well interactionally.</p> <p>Results: Well in turn-initial places occurred 40 times across the three sessions. These instances could be organized into four different themes of use: issue with question posed; response may not meet listener expectations; difficulty formulating response; and loss of intersubjectivity.</p> <p>Discussion/conclusion: This analysis highlights how the participant’s use of well in the interactions analyzed was meaningful. Turns prefaced by well signaled breakdowns in intersubjectivity, a need for conversational support, disagreement, issues with the previous speaker’s turn, or a warning/acknowledgement that the response might be different than the listener’s expectation. Clinical and research implications are explored.</p> Jamie Maxwell, Jack Damico Copyright (c) 2022 Equinox Publishing Ltd. Sun, 29 May 2022 00:00:00 +0000 The sociopsychological cost of AAE-to-SAE code-switching <p>Objective: This conceptual article outlines the sociopsychological cost that speakers of African American English (AAE) may incur when having to use the Standard dialect of American English (SAE) in academic and professional settings. Its goal is to detail the challenges to speakers’ self-concept resulting from this cost, to outline how clinical work may be affected by it, and to issue a call of action to qualitative researchers in the field of communication sciences and disorders. It will be argued that a symbolic interactionist account of identity, informed by qualitative research data, can guide clinicians into action regarding therapy and advocacy.</p> <p>Methods: A contrastive definition of code-switching versus code-mixing/code-meshing or translanguaging will be provided. Existing research, cultural artifacts, and personal accounts will be used to illustrate the sociopsychological cost of code-switching, and the ways in which it can have important impacts on individuals’ self-concept and their attitude toward learning. In order to conceptualize these dynamics in interactional terms, Mead’s model of the self will be deployed.</p> <p>Results: It can be expected that a sizable portion of African American children and adolescents incur sociopsychological cost when faced with the expectation to code-switch from AAE to SAE at school. This cost can be explained using a Meadian model of identity. Little research has explored this cost, the interactional dynamics in which it is incurred, or its impact on speech-language therapy.</p> <p>Summary and conclusion: Speech-language pathologists’ scope of practice includes therapeutic work with students who speak AAE, as well as advocacy for all students, disordered or not, who are faced with the cost of this particular type of code-switching. Qualitative research in the field of communication sciences and disorders is uniquely well suited to illuminate the precise form of the interactional dynamics in question, and to develop ways of addressing them in clinical and advocacy work. Such research should employ a symbolic interactionist model of identity that is not tied to psychological assumptions, but which can be derived entirely from empirical observations.</p> Tobias A Kroll, Christopher Townsend Copyright (c) 2022 Equinox Publishing Ltd. Sun, 29 May 2022 00:00:00 +0000