Journal of Interactional Research in Communication Disorders https://journal.equinoxpub.com/JIRCD <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> liz.spencer@newcastle.edu.au (Charlotta Plejert and Elizabeth Spencer) aparkin@equinoxpub.com (Ailsa Parkin) Mon, 06 Sep 2021 14:28:06 +0000 OJS 3.3.0.7 http://blogs.law.harvard.edu/tech/rss 60 Culture of collaboration https://journal.equinoxpub.com/JIRCD/article/view/18729 <p>Purpose: The purpose of this article is to report the results from a research project which focused on understanding how motivation to read is manifested and maintained in children with learning impairments. The participants were enrolled in a specialized university literacy program with graduate student clinicians.</p> <p>Method: An interpretative, qualitative study utilizing components of ethnography and microanalysis was employed to analyze video transcripts of recorded therapy sessions of speech-language pathology student clinicians and children with language disorders. These interactions were coded for the nature of their role in motivating children to read.</p> <p>Results and conclusions: This study revealed that a culture of collaboration was a hallmark of treatment that facilitated motivation in the participants. Two key characteristics of motivated behavior that emerged as a result of this culture of collaboration are identified and described. Additionally, three specific, collaborative, therapeutic strategies found to sustain motivation to read are described.</p> Jennifer Whited, Jack S. Damico Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/JIRCD/article/view/18729 Mon, 06 Sep 2021 00:00:00 +0000 Showing knowing https://journal.equinoxpub.com/JIRCD/article/view/19075 <p>Purpose: This article examines how persons with intellectual disabilities and professionals working with them manage interactionally challenging situations in which they negotiate epistemic authority. In each situation, the topic of the talk concerns something the person with intellectual disability knows best, such as their plans and hopes. Persons with intellectual disabilities are, thus, expected to show more knowledge about the topic than the professionals.</p> <p>Method: The database for this study consisted of qualitative analysis of 16 videorecorded dyadic conversations between 12 persons with intellectual disabilities and 11 professional co-participants. The methodological approach taken was conversation analysis.</p> <p>Results. Epistemic negotiations turned out to be quite difficult for the interactants. In these situations, the professionals resorted to three practices called renewed requests for confirmations, indirect challenging, and open challenge, which had different impacts on the epistemic authority and full participation of the persons with intellectual disabilities.</p> <p>Discussion and conclusion: None of the practices proved to be unequivocally better or worse than the others, but all had features that seemed both to strengthen and to weaken full participation. The results of the study can also be used to foster professionals’ practical knowledge of how to deal with interactionally challenging situations in conversations with their clients.</p> Leealaura Leskelä Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/JIRCD/article/view/19075 Mon, 06 Sep 2021 00:00:00 +0000 Affiliation, topicality, and Asperger’s https://journal.equinoxpub.com/JIRCD/article/view/20903 <p>Objective: In storytelling environments, recipients’ questions have mainly been described as non-affiliative. This article examines how the topicality of story-responsive questions relates to the recipients’ displays of affiliation. Furthermore, we investigate whether there are differences between the practices of neurotypical participants (NT) and participants diagnosed with Asperger syndrome (AS) in this regard. While aiming to uncover the practices of story-responsive questions in general, we also seek to shed light on the specific interactional features associated with AS.</p> <p>Method: Our method is qualitative conversation analysis. Drawing on a dataset of Finnish quasi-natural conversations, we compare the interactional consequences of story-responsive questions asked by NT- and AS-participants.</p> <p>Results: We show how the NT-participants in our data use a specific set of practices to manage the topical relevance of their questions, while the AS-participants’ production of otherwise very similar questions differs precisely with reference to these practices.</p> <p>Discussion: We argue that the different ways in which the NT- and AS-participants treat the topicality of their questions influence the relative affiliative import of the questions in subtle, but yet significant ways.</p> <p>Conclusions: The affiliative import of story-responsive questions can only really be seen in retrospect, since, in their subsequent turns, the questioner can cast their action as having prepared the ground for affiliation.</p> Emmi Koskinen, Melisa Stevanovic, Anssi Peräkylä Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/JIRCD/article/view/20903 Mon, 06 Sep 2021 00:00:00 +0000 Collaborative storytelling with a person with aphasia https://journal.equinoxpub.com/JIRCD/article/view/20902 <p>Introduction: This study explores practices employed by a person with aphasia (PWA) and his wife to organize collaborative storytelling in a multiparty interaction. We identify practices that further the PWA’s agency – his impact on action – while he is telling a story together with his wife.</p> <p>Method: Using conversation analysis (CA), we carried out a case study of a successful storytelling sequence involving a 39-year-old man with anomic aphasia during a conversation with friends.</p> <p>Analysis: The PWA contributed to the storytelling by initiating the story sequence and by producing short but significant utterances in which he provided essential information and displayed epistemic authority. The spouse aligned with the PWA’s initiated actions and supported his agency by giving him room to speak, for example, by gaze retraction.</p> <p>Discussion: The analysis offers insight into practices that allowed this PWA to achieve agency. Our findings show that communication partner training could benefit from implementing activities such as collaborative storytelling.</p> Helene Killmer, Suzanne Beeke, Jan Svennevig Copyright (c) 2021 Equinox Publishing Ltd. https://journal.equinoxpub.com/JIRCD/article/view/20902 Mon, 06 Sep 2021 00:00:00 +0000