Dyadic conversation training in Mandarin for bilinguals with aphasia and their communication partners

Aphasiology ◽  
2021 ◽  
pp. 1-31
Author(s):  
Weisong V. Lai ◽  
R.Y.L Tay ◽  
S.J. Rickard Liow
Keyword(s):  
Communication Partners

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Selecting Skills To Teach Communication Partners: Where Do I Start?

2012 ◽  
Vol 21 (4) ◽  
pp. 127-135 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh
Keyword(s):  
Clinical Outcomes ◽  
Intervention Program ◽  
Communication Partners ◽  
Multiple Challenges

Abstract Clinicians and researchers long have recognized that teaching communication partners how to provide AAC supports is essential to AAC success. One way to improve clinical outcomes is to select appropriate skills to teach communication partners. Although this sometimes seems like it should be a straightforward component of any intervention program, deciding which skills to teach partners can present multiple challenges. In this article, we will troubleshoot common issues and discuss how to select skills systematically, resulting in the desired effects for both communication partners and clients.

Teaching Partners to Support Communication for Adults with Acquired Communication Impairment

2013 ◽  
Vol 22 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Laura J. Ball ◽  
Joanne Lasker
Keyword(s):  
Practice Patterns ◽  
Communicative Competence ◽  
Communication Disorders ◽  
Communication Impairment ◽  
Communication Partner ◽  
Communication Partners ◽  
Selection For ◽  
Communication Needs ◽  
End Of Life Communication ◽  
Lateral Sclerosis

Abstract For adults with acquired communication impairment, particularly those who have communication disorders associated with stroke or neurodegenerative disease, communication partners play an important role in establishing and maintaining communicative competence. In this paper, we assemble some evidence on this topic and integrate it with current preferred practice patterns (American Speech-Language-Hearing Association, 2004). Our goals are to help speech-language pathologists (SLPs) identify and describe partner-based communication strategies for adults with acquired impairment, implement evidence-based approaches for teaching strategies to communication partners, and employ a Personnel Framework (Binger et al., 2012) to clarify partners? roles in acquiring and supporting communication tools for individuals with acquired impairments. We offer specific guidance about AAC techniques and message selection for communication partners involved with chronic, degenerative, and end of life communication. We discuss research and provide examples of communication partner supports for person(s) with aphasia and person(s) with amyotrophic lateral sclerosis who have complex communication needs.

Thinking Beyond Language: Intervention for Severe Aphasia

2009 ◽  
Vol 19 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Nina Simmons-Mackie
Keyword(s):  
Quality Of Life ◽  
Communication Training ◽  
Language Intervention ◽  
Specific Training ◽  
Environmental Support ◽  
Total Communication ◽  
Communication Partners

Abstract Purpose: This article addresses several intervention approaches that aim to improve life for individuals with severe aphasia. Because severe aphasia significantly compromises language, often for the long term, recommended approaches focus on additional domains that affect quality of life. Treatments are discussed that involve increasing participation in personally relevant life situations, enhancing environmental support for communication and participation, and improving communicative confidence. Methods: Interventions that have been suggested in the aphasia literature as particularly appropriate for people with severe aphasia include training in total communication, training of communication partners, and activity specific training. Conclusion: Several intervention approaches can be implemented to enhance life with severe aphasia.

scholarly journals Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

2021 ◽  
Vol 18 (10) ◽  
pp. 5134
Author(s):  
Yu-Hsin Hsieh ◽  
Maria Borgestig ◽  
Deepika Gopalarao ◽  
Joy McGowan ◽  
Mats Granlund ◽  
...  
Keyword(s):  
Eye Gaze ◽  
Dyadic Interaction ◽  
Communicative Interaction ◽  
Communication Interface ◽  
Complex Needs ◽  
Dyadic Communication ◽  
Communication Partners ◽  
Severe Motor ◽  
Communication Needs ◽  
Symmetrical Communication

Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.

Familiar communication partners’ facilitation of topic management in conversations with individuals with dementia

2018 ◽  
Vol 53 (3) ◽  
pp. 564-575 ◽  
Author(s):  
Karinna Hall ◽  
Christopher Lind ◽  
Jessica A. Young ◽  
Elise Okell ◽  
Willem van Steenbrugge
Keyword(s):  
Communication Partners ◽  
Topic Management

South East Asia in Conditions of World Financial and Econommic Crisis

2010 ◽  
pp. 38-46
Author(s):  
E. Kanaev ◽  
A. Kurilko
Keyword(s):  
Economic Growth ◽  
Financial Crisis ◽  
East Asia ◽  
South East Asia ◽  
Structural Reforms ◽  
Domestic Consumption ◽  
Communication Partners ◽  
Detailed Specification ◽  
Asean Countries

The 1997–1998 financial crisis brought the issue of necessity to implement deep structural reforms to the agenda in South-East Asia countries. Domestic consumption encouragement, increase of cooperation between different countries' real sectors of economy and strengthening the role of the ASEAN countries in both anti-crisis arrangements and arriving at consensus on interaction with communication partners became focus areas. The detailed specification of measures assumed by particular countries of the region to mitigate crisis effects, stabilize economy and formulate a strategy of economic growth is presented in the article.

The Impact of a Digital Speaker on a Teacher's Interaction with a Child with Limited Functional Speech

1999 ◽  
Vol 46 (1) ◽  
pp. 73-82
Author(s):  
Elsa Popich ◽  
Erna Alant
Keyword(s):  
Teacher Training ◽  
Classroom Teacher ◽  
Formal Training ◽  
Training Phase ◽  
Implementation Phase ◽  
Story Time ◽  
Communication Partners ◽  
The Impact ◽  
Withdrawal Phase

This paper describes the impact of the implementation of a digital speaker and teacher training on the quality of a teacher's interaction with an AAC user. The data was obtained by recording and analysing classroom story time interactions. The types of utterances directed at each child in the class, the types of questions used as well as the messages recorded onto the digital speaker were determined for each research phase. There were four major phases in the research, namely, a pre-implementation phase, a post-implementation phase, a post-training phase and a post-withdrawal phase. The results indicated that the implementation of the digital speaker and the training of the teacher resulted in certain changes in the way that the teacher interacted with the AAC user. Utterance types such as answering and imitating were used more frequently after the implementation of the device. There was also a much greater variety in the teacher's use of questions as well as in the messages that were recorded onto the digital speaker after the five training sessions were completed. This study highlighted the importance of formal training for the communication partners of the AAC user. One of the most important communication partners of the school-aged AAC user is the classroom teacher.

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