Video Recording as a Tool for Assessing Children’s Everyday Use of Features Targeted in Phonological Intervention

Authors

  • Christina Samuelsson Linköping University
  • Inger Lundeborg Speech & Language Pathology Department of Clinical and Experimental Medicine
  • Charlotta Plejert Department of Culture and Communication Linköping University

DOI:

https://doi.org/10.1558/jircd.v6i2.25725

Keywords:

Phonological intervention;, video recording, goal-setting, evaluation

Abstract

The last decades, speech and language pathology services have been subject to changes, and there has been a growing demand for intervention activities to be effective and evidence-based. The aim of the present study was to investigate if and how video recording can be used to assess the use of features targeted in phonological intervention, in everyday talk by children with LI. Three five-year-old girls with phonological problems participated in the study, and data consist of video recordings of intervention sessions and of interaction at home. Three different paths of development were identified: Some targeted speech sounds are displayed in everyday interaction; Targeted speech sound is present in intervention-like activity; No displays of targeted sounds. The results of the present study clearly demonstrate that the use of video recordings, transcriptions and analysis of interaction outside of the clinical setting contribute important information that may guide planning, goal-setting and evaluation of intervention.

Author Biographies

  • Christina Samuelsson, Linköping University

    Christina Samuelsson graduated as a speech language pathologist (SLP) in 1989 and as a master in SLP in 1999 at Gothenburg University. She received her PhD in Speech and Language Pathology from Lund University. Clinically, she has worked in general speech pathology including work with all speech and language diagnoses at Västerviks hospital from 1989 to 2003. Her current position is associate professor of Speech and Language Pathology at Linköping University. Her research mainly concerns how people with communicative disabilities interact and use language, with a specific focus on prosody. In addition to this, she is involved in research related to language and cognitive development in children with hearing loss and different types of hearing aids, e.g. cochlear implants.

  • Inger Lundeborg, Speech & Language Pathology Department of Clinical and Experimental Medicine

    Inger Lundeborg graduated as a speech language pathologist (SLP) in 1978 and as a master in SLP in 2003 at Linköping University. She received her PhD in Oto Rhino Laryngology from Linköping University 2010. Clinically, she has worked in general speech pathology including work with all speech and language dianoses at Linköping University Hospital from 1978 to 2003. Her current position is senior lecturer in Speech and Language Pathology at Linköping University. Her research mainly concerns phonology in different speech and language disorders in children.

  • Charlotta Plejert, Department of Culture and Communication Linköping University

    Charlotta Plejert received her PhD in Linguistics from Linköping University. She is currently associate professor at the Department of Culture and Communication, Linköping University. Her research interests include Conversation Analysis, communicative disabilities in children and adults, and second language interaction and acquisition.

References

Aarts, M. (2000). Marte Meo – Basic Manual. HarderWijk: Aarts Productions.

Beeke, S., Maxim, J., Best, W. and Cooper, F. (2011). Redesigning therapy for agrammatism: Initial findings from the ongoing evaluation of a conversation-based intervention study. Journal of Neurolinguistics 24: 222–236. http://dx.doi.org/10.1016/j.jneuroling.2010.03.002

Buggey, T. (2012). Video self-modeling. Psychology in the Schools, 49 (1): 52–70. http://dx.doi.org/10.1002/pits.20618

Clark, H. (1996). Using Language. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620539

Coulter, L. and Gallagher, C. (2001). Evaluation of the Hanen Early Childhood Educators Programme. International Journal of Language and Communication Disorders 36: 264–269. http://dx.doi.org/10.3109/13682820109177895

Coyle, C. and Cole, P. (2004). A videotaped self?modeling and self?monitoring treatment program to decrease off?task behaviour in children with autism. Journal of Intellectual and Developmental Disability, 29 (1): 3–16. http://dx.doi.org/10.1080/08927020410001662642

Dodd, B. (2007). Evidence-based practice and speech-language pathology: Strengths, weaknesses, opportunities and threats. Folia Phoniatrica et Logopaedica, 59: 118–129. http://dx.doi.org/10.1159/000101770

Gardner, H. (2006). Training others in the art of therapy for speech sound disorders: An interactional approach. Child Language Teaching and Therapy 22 (1): 27–46. http://dx.doi.org/10.1191/0265659006ct296oa

Gardner, H. and Forrester, M. (2010). Analysing Interactions in Childhood. Insights from Conversation Analysis. Chichester: Wiley-Blackwell.

Heritage, J. (2012). The Epistemic Engine: Sequence organization and territories of knowledge, Research on Language and Social Interaction, 45 (1): 30–52. http://dx.doi.org/10.1080/08351813.2012.646685

Ingram, D. (1979). Phonological patterns in the speech of young children. In P. Fletcher, and M. Garman (Eds) Language Acquisition. London: Cambridge University Press.

Kindell, J., Sage, K., Keady, J., and Wilkinson, R. (2013). Adapting to conversation with semantic dementia: Using enactment as a compensatory strategy in everyday social interaction. International Journal of Communication Disorders, 48 (5): 497–507. http://dx.doi.org/10.1111/1460-6984.12023

Litras, S., Moore, D. W., and Andersson, A. (2010). Using video self-modelled social stories to teach social skills to a young child with autism. Autism Research and Treatment. http://dx.doi.org/10.1155/2010/834979

Lock, S., Wilkinson, R. and Bryan, K. (2001). Supporting Partners of People with Aphasia in Relationships and Conversation (SPPARC). Bicester: Speechmark Press.

Lock, S., Wilkinson R., Bryan, K., Maxim, J., Edmundson, A., and Moir, D. (2001a). Supporting Partners of People with Aphasia in Relationships and Conversation (SPPARC). International Journal of Language and Communication Disorders 36, Suppl: 25–30. http://dx.doi.org/10.3109/13682820109177853

Lock, S., Wilkinson, R., Bryan, K., Maxim, J., Edmundson, A. and Moir, D. (2001b). Supporting Partners of People with Apahsia in Relationships and Conversation (SPPARC). International Journal of Language and Communication Disorders 36, Suppl 25–30.

Merrils, D. (2009). Staying on the same wavelength: Talking about talking in paediatric speech and language therapy sessions. Clinical Linguistics and Phonetics 23 (1): 70–91. http://dx.doi.org/10.1080/02699200802491108

Mondada, L. (2006). Video recordings as the reflective preservation and configuration of phenomenal features for analysis. In H. Knoblauch, J. Raab, H. G. Soeffner, and B. Schnettler (Eds), Video Analysis, 51–68. Bern: Lang.

Nettelbladt, U. (1983). Developmental studies of dysphonology in children. Diss. Lund: Liber.

Paul, R. (2001). Language Disorders from Infancy through Adolescence. St. Louis, MO: Mosby.

Pennington, L., Thomson, K., James, P., Martin, L., and Mcnally, R. (2009). Effects of It Takes Two to Talk – The Hanen Program for parents of preschool children with cerebral palsy: Findings from an exploratory study. Journal of Speech, Language, and Hearing Research 52: 1121–1138. http://dx.doi.org/10.1044/1092-4388(2009/07-0187)

Pepper, J. and Weitzman, E. (2004). It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays (3rd ed.). Toronto, Ontario, Canada: Hanen Centre.

Plejert, C. and Samuelsson, C. (2008). Recycling in clinical interaction involving children with and without language impairment. Communication and Medicine 5 (2): 69–80.

Samuelsson, C. and Plejert, C. (2014). On the use of conversation analysis and retrospection in intervention for children with language lmpairment. Child Language Teaching and Therapy. Published online 28 April 2014. http://dx.doi.org/10.1177/0265659014532477

Schegloff, E. A. (2007). Sequence Organization in Interaction. A Primer in Conversation Analysis. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511791208

Sidnell, J. (2010). Conversation Analysis: An Introduction. Chichester: Wiley-Blackwell.

Tykkyläinen, T. (2010). Child-initiated repair in task interactions. In H. Gardner and M. Forrester (Eds), Analysing Interactions in Childhood. Insights from Conversation Analysis, 227–248. Chichester: Wiley-Blackwell.

Williams, P. (2009). The Nuffield approach to childhood apraxia of speech and other severe speech disorders. In C. Bowen, Children’s Speech Sound Disorders, 270–275. Oxford: Wiley-Blackwell.

Downloads

Published

2016-06-21

Issue

Vol. 7 No. 1 (2016)

Section

Articles

License

© Equinox Publishing Ltd.

For information regarding our Open Access policy, click here.

How to Cite

Samuelsson, C., Lundeborg, I., & Plejert, C. (2016). Video Recording as a Tool for Assessing Children’s Everyday Use of Features Targeted in Phonological Intervention. Journal of Interactional Research in Communication Disorders, 7(1), 27-48. https://doi.org/10.1558/jircd.v6i2.25725