Journal of Interactional Research in Communication Disorders <p>The&nbsp;<em>Journal of Interactional Research in Communication Disorders</em>&nbsp;provides a unique forum for qualitative research relating to speech and language disorders, therapeutic and educational interactions, and for research into the contextual issues involved in these interactions. It also includes quantitative studies in the area of social interaction.&nbsp;</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> (Jack S. Damico and Charlotta Plejert) (Ailsa Parkin) Thu, 17 Jan 2019 00:00:00 +0000 OJS 60 A cross-sectional, mixed methods examination of a modified “Flipped Classroom” pedagogy <p>The “Flipped Classroom” has garnered much popularity as an instructional pedagogy over the past several years. At times, popular press and less empirical descriptions have superseded data driven descriptions of the technique. Further, many of the publications, which describe the flipped classroom approach, provide limited information about implementation or a vague overview of the principle. Nonetheless, the approach has thrived and is used broadly given gains in engagement and academic performance reported in a few key investigations. Several shortcomings have been identified but not evaluated systematically, in terms of potential solutions. This paper attempts to summarise previous empirical research findings, describe a modified version of the pedagogy referred to as the “sandwich approach,” and provide detailed information regarding implementation. A multi-year, cross-sectional, and mixed qualitative-quantitative design was employed to analyse comparisons of traditional versus flipped versus sandwich pedagogies in an undergraduate neuroanatomy course. Variables included student performance, influence of each pedagogy on student confidence, and student perceptions regarding each pedagogy. In quantitative comparisons of final grades, the sandwich approach out-performed traditional instruction . Student confidence ratings were generally better in the flipped contexts, as opposed to traditional. Qualitative analyses compared barriers and facilitators across pedagogies. Perceived barriers were highest for the flipped classroom approach, whereas barriers were lowest for the sandwich pedagogy and facilitators were the highest for the sandwich approach. Previous evidence suggested that the flipped classroom approach improved grade performance but was perceived less favourably by students. The sandwich approach appears to improve grade performance at a level equivalent or exceeding flipped classroom approach, while improving student perceptions. Since student perceptions are likely related to their motivation and engagement, addressing concerns identified in previous research regarding student perceptions within the flipped classroom approach is an important finding.</p> Jerry Hoepner, Abby Hemmerich Copyright (c) 2019 Equinox Publishing Ltd. Thu, 17 Jan 2019 00:00:00 +0000 Interactions between the environment, physical demands, and social engagement at an Aphasia Camp <p>Individuals with aphasia experience impairments in communication that can be exacerbated by environmental and task demands. This investigation examined the interaction between physical-demands, social-engagement, and environment. An interdisciplinary team, including speech language pathologists and a kinesiologist measured the activities of individuals with aphasia at the Chippewa Valley Aphasia Camp. Accelerometers were used to measure degree of physical exertion as an indication of physical demands. The Clinical Discourse Assessment (Damico, 1991), Measure of Participation in Conversation and Measure of Skill in Supported Conversation (Kagan et al., 2004), qualitative analyses, and investigator field notes served as indicators of social engagement. The International Classification of Disease Functioning (ICF) was used to code environmental factors, which either served as a facilitator or barrier to participation. Qualitative analyses indicate that the presence of physical environmental barriers and more strenuous physical exertion sometimes serve to decrease social engagement and exchange. However, partners who served as facilitators enabled participants to overcome high environmental and/or physical task demands to support successful social engagement and exchange. These analyses suggest that participants with aphasia can overcome physical environmental barriers and/or high physical task demands, given effective partner supports. This investigation contributes to a small body of research regarding the interaction between environmental demands and social communication among individuals with aphasia. Further, the investigation contributes empirical information about the environment and social communication context of a rustic Aphasia Camp.</p> Jerry Hoepner, Heather Buhr, Marquell Johnson, Thomas Sather, Mary Clark Copyright (c) 2019 Equinox Publishing Ltd. Thu, 17 Jan 2019 00:00:00 +0000 The Kindergarten Early Language Intervention (KELI) Program <p>The Kindergarten Early Language Intervention (KELI) Program is an innovative program designed to provide early oral language intervention for young students from schools with high socio-economic needs, in order to prevent or alleviate literacy, academic, and social problems. The KELI Program is provided in addition to the regular kindergarten class for students who have not been formally identified for special education services. The program is based on social-pragmatic theory and research indicating that children develop oral language through natural social interactions in meaningful situations, and incorporates an intercultural orientation. The KELI Program has proven itself to be a strength-based, innovative, dynamic, and successful language intervention program that is responsive to the cultural and linguistic needs of diverse students. This article presents the rationale for the development of the program, description of the program, results of program evaluation, and suggestions for implementation of a similar initiative.</p> Fern Westernoff, Theresa Young, Joanne Shimotakahara Copyright (c) 2019 Equinox Publishing Ltd. Thu, 17 Jan 2019 00:00:00 +0000 Supporting adults with intellectual disabilities by protecting their footing in a challenging conversational task <p>One element of empowering vulnerable clients is to accord them conversational rights they are otherwise denied. The objective of this study was to identify the conversational practices used by staff supporting clients with intellectual disabilities in a linguistically demanding, but ostensibly empowering, task: taking control of a meeting. An analysis of Goffman's 'production formats' was used to identify how staff supported service-users in: nominating next speaker, asking questions, and evaluating answers, and moving to next speaker. Staff's support strategies ranged along a gradient, from those that most respected the service-user's footing as chair (by displays of low entitlement in suggestions, provision of candidate questions, speaking on behalf of the chair, and so on) to those that least did so (ultimately taking full control of the meeting).Without staff intervention, service-users with intellectual impairments struggle to meet the demands of chairing meetings. The practices identified here work to preserve the service-users' entitlement to carry out a designated task, in appearance if not in reality.</p> Charles Antaki Copyright (c) 2019 Equinox Publishing Ltd. Thu, 17 Jan 2019 00:00:00 +0000 Otherness in the Clinical Borderlands <p>Clinical practice represents a kind of cultural borderland territory bringing together people from different walks of life with distinctive social experiences and expectations related to gender, age, status, and health, to name a few, who otherwise might not encounter one another (Mattingly, 2010). In these borderland encounters, culture is realized and made relevant during moments of social differentiation. This paper focuses on how such social differences manifest themselves in clinical discourse through encounters with otherness—otherness referring to a negative cultural capacity to transform those who are different into devalued Others. Interrelated themes of space, change and transformation, group membership categorization, and the structuring of participation in clinical interaction are used as an exploratory framework to illuminate the construction of otherness. By conceiving of the clinical world as a territory where otherness is woven into the experiences of those we are seeking to help, it is hoped that practitioners will be encouraged to develop a more nuanced understanding of clinical practice as cultural borderlands.</p> Dana Kovarsky Copyright (c) 2019 Equinox Publishing Ltd. Thu, 17 Jan 2019 00:00:00 +0000