Therapy Using Conversation Analysis: Helping Couples adapt to Aphasia in Conversation

Wilkinson, Ray; Bryan, Karen; Lock, Sarah; Bayley, Kate; Maxim, Jane; Bruce, Carolyn; Edmundson, Anne; Moir, Diana

doi:10.3109/13682829809179412

Cited by 82 publications

(35 citation statements)

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“…This is akin to providing an aphasic patient with multiple alternative retrieval cues such as intonational (Sparks & Holland, 1976), phonological (Hickin, Best, Howard, & Osborne, 2002), lexical semantic (Visch-Brink, Bajema, & Van de SandtKoenderman, 1997), pragmatic (Davis & Wilcox, 1991), conversational (Wilkinson et al, 1998) or visual (Helms-Estabrook, Fitzpatrick, & Baressi, 1982 cues as an aid in recovering language abilities following brain damage. Analogously, a child's familiarity with the morphological identity and orthographic structure of a character adds information beyond knowledge of the simple visual or motoric features, yielding alternative retrieval cues.…”

Section: Educational Implicationsmentioning

confidence: 99%

Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters

et al. 2006

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Previous research in alphabetic languages had shown that children learning to write are sensitive to morphological information, and that it serves as a resource that they draw upon as they acquire writing skills. In Chinese as well, sensitivity to morphological and orthographic information had been found to predict children's ability to read characters. The present study investigated whether raising children's awareness of the morphemic and orthographic structure of Chinese words would lead to beneficial results in their learning to write Chinese. An experimental group of 144 first graders from two primary schools in Beijing, China were given instruction designed to increase their knowledge of the orthographic and morphological structure of Chinese words. After two semesters, the experimental group's ability to copy Chinese characters and to write them from memory were both found to be significantly better than a control group. Theoretical implications are discussed, including how writing benefits from the types of linguistic knowledge that underlie lexical storage and retrieval in reading and speech. Educational implications are also discussed, such as how drawing children's attention to the morphemic components of Chinese words and the systematic features of Chinese orthography provides them with multiple sources of information they may utilize in learning to write.

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Section: Educational Implicationsmentioning

confidence: 99%

Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters

et al. 2006

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“…As noted in the Introduction, many of the interaction-focused intervention studies carried out so far have involved targeting certain conversational behaviours produced by the non-aphasic partner, in particular pedagogic behaviours such as correct production sequences (e.g., Booth & Perkins, 1999;Wilkinson et al, 1998). These pedagogic behaviours can be seen as one way in which the non-aphasic partner has adapted their manner of talking in light of the person with aphasia's linguistic impairments.…”

Section: Resultsmentioning

confidence: 99%

“…In particular, many of these studies have aimed to stop or reduce the occurrence of certain pedagogic behaviours by the non-aphasic partner which highlight the linguistic incompetence of the person with aphasia. These include test questions, the initiation and/or maintenance of correct production sequences (Lock, Wilkinson, & Bryan, 2001), and cueing (Booth & Perkins, 1999;Burch, Wilkinson, & Lock, 2002;Turner & Whitworth, 2006;Wilkinson, Bryan, Lock, Bayley, Maxim, Bruce, et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

Interaction-focused intervention for acquired language disorders: Facilitating mutual adaptation in couples where one partner has aphasia

Wilkinson

Lock

Bryan

et al. 2011

International Journal of Speech-Language Pathology

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This paper discusses the implementation and evaluation of an interaction-focused intervention single case study for a couple where one partner has aphasia. Drawing on conversation analytic research, naturally occurring conversations of the couple at home pre-and post-intervention were collected and analysed. Analysis of the speaker with aphasia's topic initiating turns in the pre-intervention conversation showed that in each case a feature of the attempt was that the speaker had difficulty in getting the topic initiation accepted and established. Drawing on conversation analytic work on topic initiations in normal conversation, intervention focused on training the couple to co-produce these topic initiating turns of the speaker with aphasia in a collaborative and step-by-step manner. Post-intervention, there was evidence that the couple were now using this new method, albeit in a slightly different way to that worked on in the intervention sessions. Drawing on work into adaptation by speakers with aphasia and their conversation partners, these results are discussed in terms of a process of mutual adaptation by the couple.

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“…These can be, for example, speaking for the aphasic person, correcting the mistakes he or she makes, interrupting him or her, or avoiding some conversation topics (Croteau & Le Dorze, 2006;Holland, 1991;Le Dorze & Brassard, 1995;Oelschlager & Damico 2000;Simmons-Mackie, Kearns, & Potechin, 2005). Some partners are unaware of the handicap caused by aphasia (Helmick, Watamori, & Palmer, 1976;Shewan & Cameron, 1984;Sorin-Peters, 2003;Wilkinson et al, 1998). For example, they do not notice if an aphasic person has comprehension problems, or they might think that drawing attention to these can give rise to a negative stigma (Le Dorze & Brassard, 1995;Manochiopinig, Reed, Sheard, & Choo, 1996).…”

mentioning

confidence: 99%

“…Positive changes in the quality of the interaction have been observed after various approaches to partner training, such as conversation analysis based approaches (Booth & Swabey, 1999;Lock, Wilkinson, & Bryan, 2001;Wilkinson et al, 1998), Supported Conversation for Adults with Aphasia approaches (Cunningham & Ward, 2003;Kagan et al, 2001), conversational coaching approach (Hopper et al, 2002) and recognition training (Simmons-Mackie et al, 2005). The leading thought in all these partner-based interventions has been the social model of aphasia and its rehabilitation (Byng & Felson Duchan, 2005).…”

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confidence: 99%

Partners' self-perceptions of the use of different communication strategies during total communication intervention

Rautakoski

2011

Aphasiology

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Background: Collaboration between people with aphasia and their communication partners is needed to achieve success in communication. Some of the partners change their own behaviour spontaneously and start to use different strategies to ensure that conversations are successful, but many require training to do so. Aims: The aim of the present study was to examine to what extent communication partners perceive they use different strategies to support the conversation and if they perceive changes in the use of these strategies during an intervention concentrating on total communication. Methods & Procedures:The data were collected during regular rehabilitation courses, which were carried out in two parts (8 + 4 days) with a 3-month interval. People with aphasia participated in the whole course and the partners joined in for the last 2 days of the first part and the whole of the second part (2 + 4 days). The aim of the intervention was to encourage people with aphasia to use total communication and to guide the communication partners to facilitate the use of total communication and to support the conversation. A total of 43 communication partners participated in the present study: 33 participated in a course with their aphasic partners, but 10 did not and formed the control group. Before the first and second parts of the course and 6 months after the course the partners completed a questionnaire comprising 20 questions concerning different communication strategies. Outcomes & Results: Before the intervention both the participating partners and the control group perceived that they quite often used different strategies to support the conversation. The means of the 20 questions were 62.9/100 and 58.9/100 respectively. Both groups perceived an increase in the use of different strategies after the first part of the course but the change was statistically significant only in the participating group, F(1, 32) = 8.025, p = .016. The participating group perceived a significant increase in the use of strategies supporting verbal comprehension and production after the first part of the course, F(1, 32) = 6.925, p = .026, but perceived a decrease in the use of them when measured 6 months after the course. Conclusions: Communication partners perceive that they often use different strategies to support communication. The self-assessment method can make the partners more

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Therapy Using Conversation Analysis: Helping Couples adapt to Aphasia in Conversation

Abstract: This study focuses on the assessment and treatment of the conversations of a couple where one partner has aphasia. The assessment and treatment, informed by conversation analysis, are described, and some implications for the relation between language and psychosocial issues discussed.

Cited by 82 publications

References 5 publications

Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters

Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters

Interaction-focused intervention for acquired language disorders: Facilitating mutual adaptation in couples where one partner has aphasia

Partners' self-perceptions of the use of different communication strategies during total communication intervention

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