scholarly journals Yutesler_Faroqi-Shah

2021 ◽  
Author(s):  
Allison Yutesler ◽  
Yasmeen Faroqi-Shah
Keyword(s):  
Future Research ◽  
Training Workshop ◽  
Conversational Analysis ◽  
Communication Behaviors ◽  
Positive Attitudes ◽  
Communication Partner ◽  
Patterns Of Communication ◽  
Communication Partners ◽  
Before And After ◽  
Communication Partner Training

Background: Communication partners (CP) of persons with aphasia (PWA), such as their family members and significant others, need to adjust their communication patterns to accommodate the challenges of aphasia. They may choose to simplify their language or use more gestures to accommodate the language deficits of the PWA. Other behaviors, such as interruptions, corrections or showing frustration, could be deleterious to effective communication. Knowledge of communication behaviors of CPs and their attitudes towards communication is important for intervention planning. Prior research has shown that CP behaviors can be modified with intensive (7 hours or more) of communication partner training (CPT).Aims: The first aim of this study was to investigate patterns of communication behaviors exhibited by CPs of PWA. The second aim was to examine CPs attitudes towards communicating with PWA. Finally, this study examined the effect of a half-day training workshop on CP communication behaviors. Methods & Procedures: Eleven CP-PWA dyads participated in a training workshop that focused on identification and practice of facilitating, barrier and repair behaviors. A Caregiver Attitude Survey was administered. Ten minute semi-structured conversations between the CP and PWA recorded before and after the workshop. The conversations were analyzed for specific behaviors using conversation analytic approaches and compared from pre- to post- training.Outcomes & Results: Facilitating behaviors, such as head nodding and asking yes/no questions, were more frequent than barrier or repair behaviors in this group of participants. CPs expressed positive attitudes about communicating with PWA, although CP attitude ratings were not correlated with types of behaviors. Facilitative and repair behaviors increased and barriers decreased following communication partner training, especially for dyads in which the PWA’s aphasia severity was more than minimal. The behavioral change was not correlated with CP’s attitude ratings about communication. Conclusions: Conversation behaviors and attitudes were faciliatory and positive in this cohort of CPs, who self-enrolled in the communication partner training. A half-day training workshop has the potential for positively affecting communication behaviors in communication partners, especially when the aphasia severity is more than minimal. This study provides detailed conversational analysis procedures for future research and clinical application.

The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Susan M. Bruce ◽  
Susan M. Bashinski
Keyword(s):  
Severe Disabilities ◽  
Collaborative Practice ◽  
Communication Intervention ◽  
Future Research ◽  
Knowledge And Skills ◽  
Interprofessional Collaborative Practice ◽  
Communication Partner ◽  
Communication Partners ◽  
Communication Needs ◽  
Fidelity Measures

PurposeIndividuals with severe disabilities are a diverse group of learners with complex communication needs. This article presents a synthesis of the literature addressing the five strategies of the trifocus framework, with its triadic structure of learner with disability, communication partner, and environment. The application of interprofessional collaborative practice (IPCP) to the implementation of trifocus framework communication strategies is emphasized.MethodA literature search was conducted using Google Scholar and EBSCO to identify literature and research studies on IPCP and communication intervention for learners with severe disabilities, published 1994–2015, and then organized within the trifocus framework. The trifocus strategies are enhancing sensitivity, utilizing routines, increasing communication opportunities, modifying the communication environment, and augmenting input. Studies that included at least one participant with severe disabilities and their communication partners were considered. A secondary search was then conducted by reviewing the articles referenced in the original articles.ConclusionEffective IPCP in communication intervention considers the learner's characteristics, the knowledge and skills required of communication partners, and effective environmental arrangements to support communication. Future research should include clear participant descriptions, documentation of fidelity measures, and evidence of generalization to support professionals to know when findings are relevant to the individuals they serve.

scholarly journals Improvisation and Communicative Agency: Contribution of an Improvisational Model to the Analysis of Communicative Agency

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Håkon Lie ◽  
Anne V. Nafstad
Keyword(s):  
Conversation Analysis ◽  
Single Case ◽  
Video Clip ◽  
Future Research ◽  
Conversational Analysis ◽  
Communication Partner ◽  
Turn Taking ◽  
Tactile Modality ◽  
Authentic Language

Introduction: Persons with congenital deafblindness mainly communicate using the bodily tactile modality. Their expressive communication is often formulated by an authentic language that gives the persons with congenital deafblindness low readability towards the rest of the world. This can be an obstacle for the development of their communicative agency. In the present study it is investigated whether a theoretical approach to improvisation can contribute to the development of communicative agency in a person with congenital deafblindness with low readability and authentic language in a dialogical perspective.  Method: The study employs a qualitative design conducted as a dialogical single case study. Even though this research is based only on one recording of a communicative encounter between a person with deafblindness and her communication partner, it is assumed that the study can be used as a representative case study for people with low readability and authentic language.  A video of communication between a person with CDB and a sighted/hearing communication partner is transcribed and the transcription is analysed in three stages through 1) Conversational analysis (CA), 2) Improvisation analysis and 3) Subjectivity/intersubjectivity analysis.  Results: The Conversation analysis proved useful to identify complex turn-taking patterns in the communication. Through the improvisation model it was possible to define the degree of subjectivity/intersubjectivity in every utterance by each participant, as well as how each act was met by the other. With the improvisation model discriminations could be made between the different modalities, as vocal speech and bodily tactile acts.  Regarding communicative agency, the model was useful to analyze degrees of self-expression as well as the balance of subjectivity and intersubjectivity between the participants.  Conclusion and discussion: The model of improvisation contributed to specify subjectivity/intersubjectivity and multimodality in communication, though it did not contribute to the analysis of turn-taking. The model contributed to the development of communicative agency by pointing to the open-ended outcome for each utterance as the most important factor for developing and sustaining communicative agency.  Limitations: The main limitation of this study was that the analyses were performed on only one video-clip with one dyad. Due to time constraints, a consensus check could not be carried out. Recommendations for future research is that, since this is a very innovative method in the deafblind field, replications of the study should be performed on more dyads, different dialogues and more video clips.  Recommendation for practice: The combination of conversation analysis and improvisation analyses can very well be used with focus groups of care professionals in clinical practice under supervision of a trained expert in this method of communication analyses. 

Spiritually Oriented Expressive Writing and Promoting Positive Outcomes After a Natural Disaster

2021 ◽  
pp. 001100002110104
Author(s):  
David K. Mosher ◽  
Joshua N. Hook ◽  
Laura E. Captari ◽  
Adam S. Hodge ◽  
Nic Bellegarde ◽  
...  
Keyword(s):  
Natural Disaster ◽  
Expressive Writing ◽  
Meaning In Life ◽  
Belief Systems ◽  
Future Research ◽  
Written Responses ◽  
Writing Interventions ◽  
Positive Attitudes ◽  
Before And After ◽  
Disaster Survivors

Natural disasters can disrupt and challenge survivors’ core belief systems, leading to negative health consequences. People often rely on religion/spirituality to help them cope and make meaning, but to date very few studies have specifically focused on exploring spiritually oriented expressive writing interventions with natural disaster survivors. Therefore, the current longitudinal, mixed-methods study utilized an experimental design with random assignment of 132 survivors of the 2016 Louisiana flooding. Quantitative measures were completed before and after the writing intervention, then at 1-month and 6-month follow-up time points. Results indicated that the spiritually oriented intervention was effective in promoting meaning in life but not life satisfaction. Survivors with lower preintervention positive attitudes toward God evidenced the strongest growth over time regarding meaning in life. Qualitative analyses, using a directed content analysis approach, revealed six themes in the experimental group’s written responses that expanded previous research. Finally, we discuss implications for counseling and future research.

Protocol for a clinical trial of telehealth-based social communication skills training for people with traumatic brain injury and their communication partners

2019 ◽  
Vol 21 (1) ◽  
pp. 110-123 ◽  
Author(s):  
Rachael Rietdijk ◽  
Emma Power ◽  
Melissa Brunner ◽  
Leanne Togher
Keyword(s):  
Clinical Trial ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Training Group ◽  
Historical Control Group ◽  
Historical Control ◽  
Control Group ◽  
Communication Partner ◽  
Communication Partners ◽  
Communication Partner Training

AbstractBackground: A previous clinical trial of training communication partners of people with traumatic brain injury (TBI) demonstrated positive outcomes [Togher, Power, McDonald, Tate, & Rietdijk (2009). Brain Impairment, 10(2), 188-204]. Adapting communication partner training for delivery via telehealth could improve access to this intervention.Objectives: To compare outcomes across in-person communication partner training, telehealth communication partner training and a control groupMethod: Protocol for a partially randomised controlled trial. People with moderate-severe TBI will be allocated to either an in-person or telehealth-based training program. Comparison data will be drawn from the original trial control group, which was recruited using the same eligibility criteria as this protocol. Outcomes after training will be compared between the in-person training group, the telehealth training group and the historical control group.Discussion: This protocol uses specific design features with the aim of maximising the study’s power, including a partially randomised allocation process and a historical control group. The results will inform about the feasibility and effectiveness of delivering TBI rehabilitation via telehealth.Trial registration: Australian and New Zealand Clinical Trials Registry: ACTRN12615001024538.

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.

Influences of Stress on Interactions with Decision Support

2020 ◽  
Vol 64 (1) ◽  
pp. 1886-1890
Author(s):  
Kylie Litaker ◽  
Christopher B. Mayhorn
Keyword(s):  
Decision Support ◽  
Information Source ◽  
Negative Influence ◽  
Future Research ◽  
Physiological Measures ◽  
Task Motivation ◽  
Situational Stress ◽  
Before And After ◽  
Scanning Task ◽  
Source Of Information

People regularly interact with automation to make decisions. Research shows that reliance on recommendations can depend on user trust in the decision support system (DSS), the source of information (i.e. human or automation), and situational stress. This study explored how information source and stress affect trust and reliance on a DSS used in a baggage scanning task. A preliminary sample of sixty-one participants were given descriptions for a DSS and reported trust before and after interaction. The DSS gave explicit recommendations when activated and participants could choose to rely or reject the choice. Results revealed a bias towards self-reliance and a negative influence of stress on trust, particularly for participants receiving help from automation. Controlling for perceived reliability may have eliminated trust biases prior to interaction, while stress may have influenced trust during the task. Future research should address potential differences in task motivation and include physiological measures of stress.

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

2021 ◽  
pp. 016235322110235
Author(s):  
Claudia A. Cornejo-Araya ◽  
Leonie Kronborg
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Contextual Determinants ◽  
Developmental Characteristics ◽  
Highly Able ◽  
Grounded Theory Approach

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

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