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Interactional effects of introducing the computer into phonological intervention

Strömbergsson, Sofia (2007) LOGM81 20071
Logopedics, Phoniatrics and Audiology
Abstract
Phonological intervention is often aimed at resolving problems with the specific speech
sounds and phonological processes that cause difficulties for the child. But part from working
with these specific targets, the speech and language pathologist (SLP) can also use conscious
communicative strategies, e.g. encouraging the child’s own communicative initiatives, to
strengthen the child as a communicator. Previous research has showed that different
intervention approaches have different effects on the interactional balance between the child
and the SLP.
Today, a small number of computer programs are used in intervention in children with deviant
speech, especially in children with impaired hearing. Direct visual feedback is one of the
... (More)
Phonological intervention is often aimed at resolving problems with the specific speech
sounds and phonological processes that cause difficulties for the child. But part from working
with these specific targets, the speech and language pathologist (SLP) can also use conscious
communicative strategies, e.g. encouraging the child’s own communicative initiatives, to
strengthen the child as a communicator. Previous research has showed that different
intervention approaches have different effects on the interactional balance between the child
and the SLP.
Today, a small number of computer programs are used in intervention in children with deviant
speech, especially in children with impaired hearing. Direct visual feedback is one of the
virtues offered by computer technology that goes beyond what the human SLP alone can
offer. Moreover, the introduction of the computer in language intervention may have positive
effects on the child’s motivation. However, the effects that the introduction of the computer
might have on the interaction between the child and the SLP have remained unexplored.
In this study, two child-therapist pairs have been video recorded in two different therapy
settings – one traditional, “tabletop”, session and one computer-assisted session. The
transcribed recordings were then analysed with Initiative-Response analysis (Linell &
Gustavsson, 1987). The results suggest that the introduction of a computer into the therapy
room actually affects the interaction between child and therapist in some aspects. In the
computer-assisted setting, the therapist is less dominant and the child takes more
communicative initiatives. Hence, the interactional asymmetry is less pronounced. Moreover,
the computer-assisted therapy is characterised by fewer and shorter turns between child and
therapist. But even though the children generally talk less, they spend more efforts at
pronouncing the targeted phonemes (or syllables/words).
This study demonstrates that the computer can serve a social and educational function in the
therapy setting. By directing the user (the child) through the exercises and by providing
positive as well as negative feedback, the computer can shoulder the therapist’s role as
“conductor” and judge in the therapy setting. The therapist is thereby relieved from tasks that
are potentially face threatening to the child, and might instead focus on being a facilitator and
fellow explorer in the child’s phonological progress. (Less)
Please use this url to cite or link to this publication:
author
Strömbergsson, Sofia
supervisor
organization
course
LOGM81 20071
year
type
H1 - Master's Degree (One Year)
subject
language
English
id
2862801
date added to LUP
2012-07-17 15:20:43
date last changed
2012-07-17 15:20:43
@misc{2862801,
  abstract     = {{Phonological intervention is often aimed at resolving problems with the specific speech
sounds and phonological processes that cause difficulties for the child. But part from working
with these specific targets, the speech and language pathologist (SLP) can also use conscious
communicative strategies, e.g. encouraging the child’s own communicative initiatives, to
strengthen the child as a communicator. Previous research has showed that different
intervention approaches have different effects on the interactional balance between the child
and the SLP.
Today, a small number of computer programs are used in intervention in children with deviant
speech, especially in children with impaired hearing. Direct visual feedback is one of the
virtues offered by computer technology that goes beyond what the human SLP alone can
offer. Moreover, the introduction of the computer in language intervention may have positive
effects on the child’s motivation. However, the effects that the introduction of the computer
might have on the interaction between the child and the SLP have remained unexplored.
In this study, two child-therapist pairs have been video recorded in two different therapy
settings – one traditional, “tabletop”, session and one computer-assisted session. The
transcribed recordings were then analysed with Initiative-Response analysis (Linell &
Gustavsson, 1987). The results suggest that the introduction of a computer into the therapy
room actually affects the interaction between child and therapist in some aspects. In the
computer-assisted setting, the therapist is less dominant and the child takes more
communicative initiatives. Hence, the interactional asymmetry is less pronounced. Moreover,
the computer-assisted therapy is characterised by fewer and shorter turns between child and
therapist. But even though the children generally talk less, they spend more efforts at
pronouncing the targeted phonemes (or syllables/words).
This study demonstrates that the computer can serve a social and educational function in the
therapy setting. By directing the user (the child) through the exercises and by providing
positive as well as negative feedback, the computer can shoulder the therapist’s role as
“conductor” and judge in the therapy setting. The therapist is thereby relieved from tasks that
are potentially face threatening to the child, and might instead focus on being a facilitator and
fellow explorer in the child’s phonological progress.}},
  author       = {{Strömbergsson, Sofia}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Interactional effects of introducing the computer into phonological intervention}},
  year         = {{2007}},
}