Blog Archives

The potential contribution of communication breakdown and repair in phonological intervention

This paper explores the potential contribution of communication breakdown and repair sequences in phonological intervention. The paper is divided into two parts. In part one, we examine the inclusion of communication breakdown and repair sequences across three current approaches to phonological intervention. The review of this literature highlights a need for researchers to better document the teaching dialogue used in therapy. In part two of this paper, we consider how a unique type of clarification request containing an incorrect production could be applied in an intervention context. Reasons why such a unique counterintuitive clarification request might help children’s speech are considered. The need to better understand the effect of different types of clarification requests on children’s speech production skills during phonological intervention is discussed.

from the Canadian Journal of Speech-Language Pathology and Audiology http://www.scopus.com/record/display.url?eid=2-s2.0-78149338956&origin=inward&txGid=UsooD3QpokwpawpCzXg7KDx%3a2

Deaf teenagers with cochlear implants in conversation with hearing peers

Conclusions & Implications: The deaf teenagers with CI in the study seem to be equally collaborative and responsible conversational partners as the hearing teenagers. The interpretation is that certain conditions in this study facilitate their participation in conversation. Such conditions might be a calm environment, a task that is structured and without time limits and that the partner is well known to the teenager with CI.

from the International Journal of Language and Communication Disorders

Deaf teenagers with cochlear implants in conversation with hearing peers

from the International Journal of Language and Communication Disorders

Conclusions & Implications: The deaf teenagers with CI in the study seem to be equally collaborative and responsible conversational partners as the hearing teenagers. The interpretation is that certain conditions in this study facilitate their participation in conversation. Such conditions might be a calm environment, a task that is structured and without time limits and that the partner is well known to the teenager with CI.