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At least 19 recordsLinked to original sources
PubMed1995

Effects of talker familiarity on communication breakdown in conversations with adult cochlear-implant users.

This investigation had three objectives: a) to determine the types of repair strategies that cochlear-implant users implement to rectify communication breakdowns during ongoing conversation when talking to either familiar or unfamiliar communication partners, b) to determine how communication partners respond to particular types of repair strategies, and c) to describe the use of conversational behaviors that might circumvent communication difficulties. In Experiment 1, cochlear-implant subjects were videotaped while talking to familiar and then unfamiliar communication partners. In Experiment 2, a second group of cochlear-implant subjects were videotaped while speaking with an unfamiliar partner for 6.5 minutes. Analysis of the videotapes revealed that the cochlear-implant subjects in the two experiments most commonly asked "what?," "huh," or "pardon?" after not recognizing a spoken message (e.g., following a communication breakdown), regardless of whether the communication partner was familiar or unfamiliar. Communication partners' more common response to this repair strategy was to repeat the original message. When cochlear-implant subjects repeated back the segment of a message that they understood, communication partners most often confirmed or corrected them. When they requested information, communication partners usually provided it. The cochlear-implant subjects were more likely to use controlling conversational behaviors when interacting with unfamiliar than familiar communication partners. We conclude that repair strategy-response adjacency pairs may emerge during spontaneous conversations. Use of both specific and nonspecific repair strategies may indicate cochlear-implant users' adherence to a cooperative principle.

Adult↗
PubMed1985

Communication augmentation systems: quantification in natural settings.

Although observation in clinical settings of communication augmentation system use by severely physically handicapped nonspeaking persons is important, monitoring of such use in natural settings can yield valuable information about the system, communication frequency, and unique communication needs of the individual. This study was designed to evaluate the use of communication partners as data recorders. For nonspeaking, severely physically handicapped subjects were observed in the home, school or treatment settings by a trained observer and a minimally trained communication partner. Issues of partner training and length of time required to obtain a representative sample of communication arose as a result of this study. More work in the areas of automated data collection systems or use of communication partners as data collectors is required before claiming that accurate communication interactions can be recorded in natural settings.

Adolescent↗
PubMed1980

Nonvocal communication: performance evaluation.

With the increasing number of communication options available to severely dysarthric individuals, there is a growing need to develop techniques for the evaluation of nonvocal communication performance. A data collection and analysis system was developed in order to assess the performance of 2 nonvocal communicators. Records of entire messages were obtained along with durational measures of communication partner receiving time for each message, identity of the communication partner and location.

Adult↗
PubMed1990

Partner sensitivity to communication behavior of young children with developmental disabilities.

Aspects of partner sensitivity to communication behaviors of 24 presymbolic children with developmental disabilities were examined. The children were grouped according to their movement abilities (normal vs. abnormal patterns) and communication status (intentional vs. preintentional). Participating communication partners were those with whom the children interacted on a regular basis and included their mothers, early childhood special educators, and speech-language pathologists. Procedures were developed whereby the partners served as informants in order to provide information regarding (a) recognition of the children's communicative cues and (b) consistency of cue recognition and descriptions across partners. Results indicated wide individual variability in the partners' basic recognition abilities as well as their consistency with each other. Further, the observed variations could not be attributed to the children's movement and communication abilities. It was concluded that sensitivity, as measured in the present investigation, was highly partner-child specific, with some children likely to be exposed to more optimal interactions than others.

Child, Preschool↗
PubMed1985

Predicting contraceptive behavior among college students: the role of communication, knowledge, sexual anxiety, and self-esteem.

Undergraduate students were surveyed about their sexual behavior and contraceptive behavior. In addition, measures of their self-esteem, knowledge about contraception, communication with their dating partners, communication about sexual matters with their sexual partners, and sexual anxiety were taken. Consistent with Byrne's (1983) model of effective contraception, it was found that general and sexual communication with one's partner were significant predictors of contraception use. Directional, but statistically weak, support was obtained for the predictions that knowledge about contraception and sexual anxiety would be related to contraception use. No support was found for the prediction that general self-esteem would be associated with contraceptive behavior.

Anxiety↗
PubMed1995

Adult partner-augmented communication input to youth with mental retardation using the System for Augmenting Language (SAL).

The primary purpose of this study was to characterize the frequency and nature of augmented input that adult partners provided to 13 youth with mental retardation as they began to use the System for Augmenting Language (SAL). Analyses of youth-partner interactions revealed differences in the frequency with which home and school partners provided augmented input and in the manner and style of home and school partners' augmented input, particularly in directiveness and position of lexigram symbols within Utterances. Overall, partners naturally provided augmented input in a manner likely to promote youth's learning of the SAL.

Adolescent↗
PubMed1982

Pragmatic analysis of the communicative behavior of an autistic child.

Differential responsiveness by social stimuli was demonstrated in the communicative performance of an 8-year-old autistic boy. The pragmatic behavior of the subject varied with different communicative settings (waiting vs. interaction conditions) as well as with different communicative partners (mother, stranger, clinician). Communicative intentions, relational communication, topic strategies and differential responding to adults to communicative and non-communicative utterances were analyzed. Results indicated that the adults' communicative performance was a function of their relationships with the subject (mother, stranger, clinician) as well as the different experimental conditions (waiting, interacting). The child's communicative behavior showed greater consistency in conditions with the same interlocutor than over comparable experimental settings. Conclusions were drawn on how to facilitate communicative behavior and how to enhance generalization of remedial effects to the subject's natural environment.

Autistic Disorder↗
PubMedDate not supplied

Sexual behavior, communication, and chlamydial infections among college women.

The sexual practices, partner communication patterns, and prevalence of chlamydial infection were determined in a sample of college women. Specific inclusion criteria were used to screen 146 participants. The presence of a mucopurulent cervical discharge was the only criterion significantly associated with infection. Only 12% of the sample used condoms alone or in combination with another birth control method, and only 31% of the women discussed with their partner their own or their partner's sexual history. Thirty-eight percent of the sample reported a history of one to four episodes of a sexually transmitted disease, and 21% of the women stated they had had two or more sexual partners within the past 6 months. Health providers, counselors, and women themselves must address this health issue with more assertive behavior and communication skills.

Adolescent↗
PubMed1992

Communication aids for children: procedures and problems.

This paper describes the organisation and procedures of the Communication Aids Centre for children at the Wolfson Centre, London, including a model for assessment and recommendation of appropriate aids, such as symbol charts, switches and speech synthesisers. Of the children seen over an 18-month period, most had cerebral palsy and two-thirds were wheelchair-dependent. Almost half were assessed before the age of five years. A detailed follow-up of nine children is presented which reveals how long children may have to wait for the provision of an aid in the UK. Possible problems in establishing use of an aid are discussed; these include inadequate training of children and their communication partners. Suggestions for future improvements of communication-aids services are explored.

Adolescent↗
PubMed1978

[Communicative and social behavior of speech disordered children].

The spheres covering behaviour disorders, social behaviour and communicative behaviour of speech impaired pupils which until now have been analyzed on a more theoretical level, ought to be studied using psychometric testing procedures and an esperimental observational situation in order to gain base data with which to set up a concrete catalogue of aims (learning program) based on the deficits thereby obtained. The study took place at the special school in Esslinger-Berkheim (Baden-Wurttemberg). By taking into account relevant specialized literature and the results of other studies, the following general hypotheses were advanced, namely, that the communication of speech handicapped children is troubled in respect of its content and relation, and that their social behaviour shows more egoistic than cooperative features. In order to determine social motivations and attitudes, we used Muller's "Social Motivation Test" (SMT) and Jorger's "Group test for the social attitude" (S-E-T). Due to the inconsistency between the attitudes measured by means of psychometric methods and the sbusequent free and genuine behaviour, an observational situation was developed during which the pupils, either in pairs or in groups of four and using puppets, took turns in thinking up a story, discussing the plot, roles, etc. and finally putting on the play. The whole was then analyzed by means of tape recordings and film shots, the interaction of the communicating partners being analyzed and categorized in two separate assessment stages: communicative behaviour and social behaviour. The pragmatic axioms of P. Watzlawick, the communication researcher, functioned as theoretical background. Flanders's linear time diagram was used as assessment system. Communicative and social learning aims were prepared in accordance with confirming hypotheses to enable a "preliminary area" for the practical work in (special) education to be defined. In addition, a rough outline was made of the conditional areas pertaining to social and communicative education of the speech impaired for the purpose of carrying out a systematic change.

Child↗
PubMed1993

[Improvement of communication behavior of laryngectomized and voice-rehabilitated patients by a psychological training program].

An important goal of laryngectomee rehabilitation is achieving the best possible result in voice restoration. In addition to good voice quality, efficient intelligibility in daily conversation requires specific communication skills, which are very often neglected in speech therapy. In this study 51 male laryngectomees were randomized to an intervention group or an attention control group. After hospital discharge the intervention group participated in a psychological training program aimed at improving the communication behavior of the laryngectomees. This training was part of a comprehensive rehabilitation program (lasting over six months) and consisted of four modules: Improvement of communication over the disability; Discrimination of factors affecting intelligibility; Development of behavioral strategies for improving intelligibility in daily conversation; Transferring the strategies to daily live. The effectiveness of training was evaluated by a questionnaire which covered three important aspects of communication behavior. As a result of the intervention the patients influenced more effectively their own communication behavior and also influenced more adequately the behavior of typical communication partners. Present finding with the psychological training program demonstrated that the communication behavior of laryngectomees can be significantly improved.

Adaptation, Psychological↗
PubMed1994

Communicative interactions of deaf and hearing children in a day care center. An exploratory study.

Interactions were observed in a day care center serving deaf and hearing children. Observations focused on eight children (two deaf with deaf parents, two deaf with hearing parents, two hearing with deaf parents and two hearing with hearing parents) between 2 and 3 years of age. Center classes included deaf and hearing teachers and all children were encouraged to sign. Deaf and hearing children alike frequently interacted with other children and teachers whose hearing status differed from their own. However, each group showed a stronger tendency to initiate communication with same hearing status peers. Hearing children displayed the ability to modify their communications modes to match the hearing status of their intended communication partner. Language ability, not hearing status, was associated with the frequency of communication experienced by each child.

Child Day Care Centers↗
PubMed1981

Perception of spoken communication by elderly chronically ill patients in an institutional setting.

The purpose of this research was to investigate the perception of elderly and chronically ill patients regarding the spoken communication that occurs in a long-term care institution. Twenty-four patients were given a focused semi-standardized interview to investigate their perception of how much they talked, their communication partners, where they talked, their topics, their desire and enjoyment in talking, factors affecting communication, and suggestions for improving the communication atmosphere in this setting. Results indicate that communication is limited in quantity and scope, though elderly patients desire communicative interaction. The results of the study are explained from two perspectives-how the patients themselves contribute to the limited communication and how institutional life restricts interaction. Implications for the speech pathologist are given.

Adult↗
PubMed1992

Family-centered early intervention: an opportunity for creative practice in speech-language pathology.

Services for developmentally delayed children from birth to age three consider the family first. Eligibility for services is determined through a multidisciplinary assessment. Once a child qualifies for service, a multidisciplinary team that includes the family develops an IFSP. The SLP may serve as the service coordinator for the plan or as a team member. The plans must contain specific information that includes documentation of current status and major outcomes for the coming year. An SLP may find that contributing effectively to an IFSP requires new competencies. First, the SLP will need to learn to function in the family-centered, multidisciplinary process of early intervention. Second, the SLP may need to develop creative models to deliver effective service. SLPs can contribute valuable information to the IFSP by finding ways to activate daily life routines to promote a child's communication skills. SLPs can explore the child's life-space, including routines and partners, as a source of contexts for treatment. SLPs also can explore partner communication strategies, note their effects on the child's communication experiences, and recommend additional strategies for treatment. The case study illustrated an individual, home-based intervention program (Gillette, 1989; Lombardino and Magnan, 1983). Other service delivery models can include classroom-based approaches (Wilcox, Kouri, and Caswell, 1991); group parent training approaches (Weistuch, Lewis, and Sullivan, 1991; Cheseldine and McConkey, 1979); and video-assisted approaches (McConkey, 1988; Johnson and Harrison, 1990; Gillette, in press). Many SLPs may find that the process of early intervention with the birth-to-three population offers unique opportunities for practice in their profession. To function effectively in this process, the SLP needs communication-based information to promote the child's communication skills within his or her daily life and sensitivity with which to design a plan that considers the family first, yet meets the needs of the child. Although alternative models of delivering speech-language service have been explored, the process of early intervention will continue to require professionals who can creatively match family priorities with the child's intervention needs.

Child↗
PubMed1995

Importance of auditory-verbal education and parents' participation after cochlear implantation of very young children.

Congenitally deaf children who receive a cochlear implant at a young age have the potential to achieve nearly normal language development. However, parents and rehabilitation therapists must realize that intensive and long-duration auditory-verbal education is required postoperatively to achieve this goal. Furthermore, the success of the therapeutic treatment is best realized if the parents themselves are trained to engage in linguistic interactions with the child within the natural context of the family. This is especially true if the parents are able to creatively guide auditory-verbal training on a daily basis. At the Cochlear Implant Center in Hannover, parents receive training and guidance on the following aspects of postimplant rehabilitation: basic components of auditory-verbal education; significance of collaborative efforts between parents and therapists; importance of exercising linguistic interactions on a daily basis; importance of the parents as communication partners; milestones and developmental stages of listening, speech, and language; interpretation of the child's first auditory and communication efforts after implantation; and future integration of the child into school and society.

Child↗
PubMed1993

A videotape analysis procedure for assessing conversational fluency in hearing-impaired adults.

This article describes a method for analyzing conversational difficulties and communication breakdown management in hearing-impaired adults and their communicative partners. The focus of the analysis is placed on the examination of conversational floor control, the proportion of repaired and nonrepaired communication breakdowns, and the strategies used by each member of the dyad to repair breakdowns. A case study illustrating the application of the procedure for aural rehabilitation is presented.

Communication Disorders↗