Verbal Expression and Mother’s Desperation about Their Children with Attention Deficit/Hyperactivity Disorder

Parents who have children with Attention Deficit Hyperactivity Disorder (ADHD) are challenging because these children are special and need special treatment. Because they are challenging, parents need support from their inner or outer circle. One of the strategies to get a support is by expressing what they feel. Feelings can be expressed in various ways, verbal and non-verbal. It can be in a non-formal situation like having a conversation in a community or a home environment. Thus, this research aims to describe the verbal expressions and desperation of the mothers to raise their children with Attention Deficit Hyperactivity Disorder (ADHD). This research uses phenomenological method called Interpretative Phenomenological Analysis (IPA) because this study focuses on interpretive processes in understanding participants’ experiences ideographically. 25 participants are observed and interviewed in-depth regarding their experiences in raising their children with Attention Deficit Hyperactivity Disorder (ADHD). The participants’ verbal expression of desperation are classified into seven themes: Repeating the same instruction or warning over and over, Being different and isolated, Mess things up in the house, Could not stay still and unpredictable, Aggressiveness, irritation and tantrums, Extra effort for visual learner, Child lacks of motivation. The results show that the feeling of desperation persistently happened because it is difficult to understand the characteristics of a child with Attention Deficit Hyperactivity Disorder (ADHD). The also admit that it is difficult to make normal children and mothers to accept their circumstances. Meanwhile, other participants state that they seek more information and knowledge about ADHD by joining a community to get help or support psychologically and medically, practice and more practice at home in order to help their children grow better.

Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education

Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.

LINGUISTIC PROCEDURAL SUPPORT FOR THE RESEARCH OF THE RUSSIAN FAIRY TALE PLOT

The article is devoted to one of the ways of studying the plot of a fairy tale, which was developed as a result of a consistent comprehensive understanding of ideas and concepts in the Russian and French schools of plot composition. The article provides an analytical representation of the concepts of the actant and the actant model, as well as highlights the main stages of the procedure for identifying them from the text. Special attention is paid to the identification and analysis of the verbal expression of the functional and qualitative characteristics of the characters of a fairy tale. Functional characteristics allow us to determine the actant position of the hero in the plot model, and qualitative characteristics help to identify his spiritual traits. In the article, Greimas's methodology is used to correctly identify the plot structure of the Russian folk tale "The Tsar Maiden". To illustrate the research procedure, a fragment of the actant analysis of the fairy tale is given, which presents the procedure of studying a parallel corpus of statements, containing all characteristics and functional messages of one of the characters of the fairy tale. As a result of the semantic analysis of verbal qualitative and functional characteristics, the actant position of the character is determined, which helps to reconstruct the actant model, which is the constructive basis of the tale's plot.

Empathy as an expression of emotions and mood in English lingvoculture

This article provides information on the expression of feelings in expressing sympathy in English culture. There are a lot of emotions. The way they are expressed is special and unique for each culture and is influenced by various historical, social, and cultural factors. Therefore, as there are people in the world, there are as many ways to express sympathy. Each person chooses for himself how to express joy, sorrow, compassion, or simply remain silent and stay on the sidelines. The study of the verbal expression of sympathy allows us to assert that a sympathetic attitude can induce a person to the following speech actions - the expression of sympathy or condolences. Various factors influence the choice of a specific speech act. Emotions such as sympathy and condolence are aimed at establishing speech contact and maintaining speech and social relations with the interlocutor, at regulating them.

Multimodal Practice for Mobilizing Response: The Case of Turn-Final Tu Vois ‘You See’ in French Talk-in-Interaction

One of the most frequent verbal expressions that people use when interacting with each other in French is tu vois ‘you see’ (Cappeau, 2004). Drawing on interactional linguistics and multimodal analysis, we examine the interactional functioning of this verbal expression when occurring in turn-final position. Previous studies on tu vois ‘you see’ in this position document only its use for marking the end of an utterance or for turn-yielding. The following aspects have thus far remained unexplored: The interactional environment in which the construction occurs, how it is connected to the speaker’s embodied conduct, the way in which it contributes to mobilizing a response from the recipient, as well as the nature of this response. Our paper addresses these issues and shows that turn-final tu vois ‘you see’ is systematically produced with a final rising intonation and coupled with the speaker’s gaze directed to the recipient. This multimodal practice is recurrently deployed in turns conveying the speaker’s emotional stance, in turns performing a dispreferred action, like disagreeing, and in turns claiming insufficient knowledge. The response that is invited using this multimodal practice is distinctly tailored to each of these actions: an affiliative response, an aligning response, and a response addressing the prior speaker’s claim of insufficient knowledge from the recipient’s own point of view. By presenting an in-depth study of the action sequences in which tu vois ‘you see’ is employed, as well as of its multimodal packaging, this contribution highlights the prospective, i.e., response-mobilizing potential of this interactional resource and shows that its use entails sequential implications even when it accompanies actions that project only weakly a response from the recipient.

ANALYSIS OF PEPEE AND MASHA AND THE BEAR, PREPARED FOR PRESCHOOL PERIOD, IN TERMS OF VALUES

In the first two parts of the study, the literature review and in the third part, the cartoon Pepee and Masha and the Bear was examined by using the embedded theory method, one of the qualitative research methods. The theoretical sampling method, one of the purposive sampling methods, was used in the selection of the sample. The sample of the research consists of ten episodes of Pepee cartoon and ten episodes of Masha and the Bear cartoon. The document analysis method was used in the analysis of the cartoon Masha and the Bear, which was watched on the Turkish youtube channel, Pepee and Masha and the Bear. As a result of the analyzes, when the verbal expression and behavioral expression dimensions of the values in the Pepee cartoon were compared, it was determined that they were presented to the audience as verbal expression categories rather than behavioral expression value categories. Of the total value expressions (n= 457), 372 were in the "verbal expression dimension" and 55 were in the "behavioral expression dimension". When the verbal expression and behavioral expression dimensions of the values in the cartoon Masha and the Bear were compared, it was determined that they were presented to the audience as behavioral expression categories rather than verbal expression value categories. Of the total value expressions (n= 168), 112 were in the "behavioral expression dimension" and 56 in the "verbal expression dimension".

Estimating the cost and value of functional changes in communication ability following telepractice treatment for aphasia

Context Aphasia is a post-stroke condition that can dramatically impact a person with aphasia’s (PWA) communication abilities. To date, few if any studies have considered the cost and cost-effectiveness of functional change in aphasia nor considered measures of patient’s value for aphasia treatment. Objective To assess the cost, cost-effectiveness, and perceived value associated with improved functional communication in individuals receiving telerehabilitation treatment for aphasia. Design Twenty PWA completed between 5 and 12 telehealth rehabilitation sessions of 45–60 minutes within a 6-week time frame using a Language-Oriented Treatment (LOT) designed to address a range of language issues among individuals with aphasia. National Outcomes Measures (NOMS) comprehension and verbal expression and the ASHA Quality of Communication Life (QCL) were completed prior to and at the completion of rehabilitation to obtain baseline and treatment measures. Results Age, education, and race are significantly correlated with improvement in the NOMS verbal expression. African Americans (OR = 2.0917) are twice as likely as Whites to experience improvement after treatment. The likelihood of improvement also increases with each additional year of education (OR = 1.002) but decrease with age (OR = 0.9463). A total of 15 PWA showed improvement in NOMS comprehension and nine patients showed improvement in NOMS verbal expression. Improving patients attended between five and 12 treatment sessions. The average cost of improvement in NOMS comprehension was $1,152 per patient and NOMS verbal expression was $1,128 per patient with individual treatment costs varying between $540 and $1,296. However, on average, the monetary equivalent in patient’s improved QCL was between $1,790.39 to $3,912,54—far exceeding the financial cost of treatment. Conclusions When measuring the functional improvement of patients with aphasia, patient’s quality of communication life received from treatment exceeded financial cost of services provided.

Music and Social Interaction in the Treatment of Post-Stroke Aphasia

Cerebrovascular disease is a leading cause of disability and death worldwide, with about one third of stroke survivors initially suffering from communication disorders, including aphasia. Symptoms in aphasia vary from person to person, ranging from repeated failures in verbal expression to comprehension deficits that may occur in both the spoken and written modality. The current work synthesizes almost a decade of research on aphasia following left-hemispheric stroke in individuals with preserved right-hemispheric function: musical skills and formulaic expressions embedded in social interaction. Moving beyond the traditional scope of clinical linguistics, this work argues that preserved right-hemispheric function not only provides valuable resources in speech-language therapy, but also a possible foundation for psychotherapy in individuals with post-stroke aphasia and concomitant depression. An integrative summary introduces key developments in a line of research spanning from 2013 to 2021, to conclude with an outlook on forthcoming contributions and a commentary on the underlying conceptual framework. Each separate piece of research has been published previously in peer-reviewed journals. Here, the selected studies are assembled in an interdisciplinary context at the intersection of clinical neuroscience, speech-language pathology, and psychotherapy.

Ciało, gest, literatura

As Maurice Merleau-Ponty wrote, the experience of the body, the somatic experience and the gesture as an act of expression bring into being both the sense of things that are being interacted with and the sense of existence of which the body is a vehicle. If so, then the verbal expression, creativity, literature – apart from the fact that it is (most often) a representation of things (and thoughts) that are already anchored in culture and create its universe – can be an individual event of a similar nature and course: becoming, creating, bringing out the subject-body in writing and in what’s being written. The works of Stanisław Czycz serve as an example of such literature-gesture. They have specific characteristics of autobiographical and autocreational writing, and also take up the problem of experiencing the body and corporeality. However, they are analyzed here as autoteleological work – as a gesture of a body that is being created and a body that is creating its own sense.