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• W1946121245 abstract "Phonological intervention is often aimed at resolving problems with the specific speechsounds and phonological processes that cause difficulties for the child. But part from workingwith these specific targets, the speech and language pathologist (SLP) can also use consciouscommunicative strategies, e.g. encouraging the child’s own communicative initiatives, tostrengthen the child as a communicator. Previous research has showed that differentintervention approaches have different effects on the interactional balance between the childand the SLP.Today, a small number of computer programs are used in intervention in children with deviantspeech, especially in children with impaired hearing. Direct visual feedback is one of thevirtues offered by computer technology that goes beyond what the human SLP alone canoffer. Moreover, the introduction of the computer in language intervention may have positiveeffects on the child’s motivation. However, the effects that the introduction of the computermight 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 therapysettings – one traditional, “tabletop”, session and one computer-assisted session. Thetranscribed recordings were then analysed with Initiative-Response analysis (Linell &Gustavsson, 1987). The results suggest that the introduction of a computer into the therapyroom actually affects the interaction between child and therapist in some aspects. In thecomputer-assisted setting, the therapist is less dominant and the child takes morecommunicative initiatives. Hence, the interactional asymmetry is less pronounced. Moreover,the computer-assisted therapy is characterised by fewer and shorter turns between child andtherapist. But even though the children generally talk less, they spend more efforts atpronouncing the targeted phonemes (or syllables/words).This study demonstrates that the computer can serve a social and educational function in thetherapy setting. By directing the user (the child) through the exercises and by providingpositive 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 thatare potentially face threatening to the child, and might instead focus on being a facilitator andfellow explorer in the child’s phonological progress." @default.
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• W1946121245 date "2007-01-01" @default.
• W1946121245 modified "2023-09-24" @default.
• W1946121245 title "Interactional effects of introducing the computer into phonological intervention" @default.
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