That’s my story! Resisting disabling processes in a therapeutic activity
Issued Date: 17 Sep 2013
Abstract
This study investigates how processes of disablement may be part of sequentially organized teaching/learning actions in therapeutic activities. Employing Membership Categorization Analysis and practices of Conversation Analysis, the paper will present examples of two specific kinds of processes of disablement arising as products: (a) of training activities in which clients are trained by professionals in using and relying upon specific methods and techniques for conveying specific kinds of meaning; (b) of sense-making processes in training activities known as ‘doing talk about ordinary things’ in everyday life as experienced by the clients. The paper makes use of a training interaction between a non-speaking boy and his speech-language pathologist to exemplify such processes. The activity mixes routine conversational tasks and training tasks. The analysis demonstrates how the boy is taught to use specific signs for conveying meanings that have been produced by the speech-language pathologist previously through a combination of talk and signs. The speech-language pathologist repairs non-conforming signs produced by him. The boy accepts the disabling process that emerges from this kind of training. The analysis also demonstrates another kind of disabling process, which emerges as a feature of repairing techniques used by the speech-language pathologist to make sense of what the boy tells her about what he has experienced during the weekend. The analysis demonstrates how the boy resists this kind of process of disablement.
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References
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Antaki, C. and Rapley, M. (1996). Questions and answers to psychological assessment schedules: Hidden troubles in ‘Quality of Life' interviews. Journal of Intellectual Disability Research, 40 (5): 421–437.
Beukelman, D. and Miranda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (4th edn). Baltimore, MD: Paul H. Brookes.
Bjerregaard, M. (1997). Om Tegn Til Tale. Series: Special-pædagogiske pjecer (3).
Bloch, S. (2011). Anticipatory other-completion of augmentative and alternative communication talk: A conversation analysis study. Disability and Rehabilitation 33 (3): 229–242. http://dx.doi.org/10.3109/09638288.2010.491574
Bloch, S and Beeke, S. (2008). Co-constructed talk in the conversations of people with dysarthria and aphasia. Clinical Linguistics & Phonetics 22 (12): 974–990. http://dx.doi.org/ 10.1080/07434610400005614
Brouwer, C., Day, D., Ferm, U., Hougaard, A., Rasmussen, G. and Thunberg, G. J. (2011). Treating the actions of children as sensible: Investigating structures in interactions between children with disabilities and their parents. Journal of Interactional Research in Communication Disorders 2 (2): 153–182.
Clarke, M. and Wilkinson, R. (2007). Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use. Augmentative and Alternative Communication 23 (4): 336–348. http://dx.doi.org/10.1080/07434610701390350
Fitzgerald, R. and Housley, W. (2002). Identity, categorization and sequential organization: The sequential and categorical flow of identity in a radio phone-in. Discourse and Society 13 (5): 579–602. http://dx.doi.org/10.1177/0957926502013005275
Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
Goode, D. (1994). A World Without Words. Philadelphia, PA: Temple University Press.
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Heritage, J. and Clayman, S. (2011). Talk in Action: Interactions, Identities, and institutions. Oxford: John Wiley & Sons.
Heritage, J. and Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in talk-in-interaction. Social Psychology Quarterly 68 (1): 15–38. http://dx.doi.org/10.1177/019027250506800103
Hester, S. and Francis, D. (eds) (2000). Local Educational Order. Amsterdam: John Benjamins.
Kendon, A. (2004). Gesture. Visible Action as Utterance. Cambridge: Cambridge University Press.
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McHoul, A. and Rapley, M. (2010). ‘Should we make a start then?’ A strange case of (delayed) client-initiated psychological assessment. Research on Language and Social Interaction 35 (1): 73–91. http://dx.doi.org/10.1207/S15327973RLSI35-1_3
Oliver, M. (1996). Understanding Disability. New York: Palgrave.
Pomerantz, A. (1984). Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes. In J. M. Atkinson and J. Heritage (eds), Structures of Social Action, 57–101. Cambridge: Cambridge University Press.
Rapley, M. (2004). The Social Construction of Intellectual Disability. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511489884
Robillard, A. B. (1999). Meaning of a Disability: The Lived Experience of Paralysis. Philadelphia, PA: Temple University Press.
Rasmussen, G. (2012). Triumphing: When mental state evaluations become insults. In G. Rasmussen, C. E. Brouwer and D. Day, (eds), Evaluating Cognitive Competences in Interaction, 211–234. Amsterdam, Benjamins.
Sacks, H. (1966a/1995). Proffering identifications; The navy pilot; Slots; Paired objects; Adequate complete utterances. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation I, part III, 306–311. Oxford: Blackwell.
Sacks, H. (1966b/1995). Omni-relevant devices; Cover identifications. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation I, part III, 312–319. Oxford: Blackwell.
Sacks, H. (1970/1995). Storyteller as 'witness'; Entitlement to experience. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation II, part IV, 242–248. Oxford: Blackwell.
Sacks, H. (1972a/1995). Adjacency pairs: Scope of operation. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation II, part VIII, 521–533. Oxford: Blackwell.
Sacks, H. (1972b/1990). An initial investigation of the usability of conversational data for doing sociology. In J. Coulter (ed.), Ethnomethodological Sociology, 208–253. Aldershot: Elgar.
Sacks, H. (1987). On the preferences for agreement and contiguity in sequences in conversation. In G. Button and J. R. E. Lee (eds), Talk and Social Organization, 54–69. Clevedon: Multilingual Matters.
Sacks, H., Schegloff, E. A. and Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language 50 (4): 696–735. http://dx.doi.org/ 10.2307/412243
Schegloff, E. A. (2007). Sequence Organization in Interaction. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511791208
Schegloff, E. A, Jefferson, G. and Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language 53 (2): 361–382.
Sigurd Pilesjö, M. (2013). On the use of bodily action and vocalizations as resources and methods when claiming and completing turns in aided interaction. In N. Norén, C. Samuelsson and C. Plejert (eds), Aided Communication in Everyday Interaction, 59–94. Guildford: J & R Press Ltd.
Sigurd Pilesjö, M. and Rasmussen, G. (2011). Exploring interaction between a non-speaking boy using aided Augmentative and Alternative Communication and his everyday communication partners: Features of turn organization and turn design. Journal of Interactional Research in Communication Disorders 2 (2): 183–213.
Stivers, T. (2005). Modified repeats: One method for asserting primary rights from second position. Research on Language & Social Interaction, 38 (2): 131–158. http://dx.doi.org/ 10.1207/s15327973rlsi3802_1
Streeck, J., Goodwin, C. and LeBaron, C. D. (eds) (2011). Embodied Interaction. Language and Body in the Material World. Cambridge: Cambridge University Press.
Watson, R. (1997). Some general reflections on ‘Categorization’ and ‘Sequence’ in the analysis of conversation’. In S. Hester and P. Eglin (eds), Culture in Action: Studies in Membership Categorization Analysis, 49–76. Washington, DC: University Press of America.
Wilkinson, R. (1999). Sequentiality as a problem and a resource for intersubjectivity in aphasic conversation: analysis and implications for therapy. Aphasiology 13 (4): 327–343. http://dx.doi.org/10.1080/026870399402127
Zimmerman, D. H. (1998). Identity, context and interaction. In C. Antaki and S. Widdicombe (eds), Identities in Talk, 87–106. London: SAGE Publications.
Antaki, C. and Rapley, M. (1996). Questions and answers to psychological assessment schedules: Hidden troubles in ‘Quality of Life' interviews. Journal of Intellectual Disability Research, 40 (5): 421–437.
Beukelman, D. and Miranda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (4th edn). Baltimore, MD: Paul H. Brookes.
Bjerregaard, M. (1997). Om Tegn Til Tale. Series: Special-pædagogiske pjecer (3).
Bloch, S. (2011). Anticipatory other-completion of augmentative and alternative communication talk: A conversation analysis study. Disability and Rehabilitation 33 (3): 229–242. http://dx.doi.org/10.3109/09638288.2010.491574
Bloch, S and Beeke, S. (2008). Co-constructed talk in the conversations of people with dysarthria and aphasia. Clinical Linguistics & Phonetics 22 (12): 974–990. http://dx.doi.org/ 10.1080/07434610400005614
Brouwer, C., Day, D., Ferm, U., Hougaard, A., Rasmussen, G. and Thunberg, G. J. (2011). Treating the actions of children as sensible: Investigating structures in interactions between children with disabilities and their parents. Journal of Interactional Research in Communication Disorders 2 (2): 153–182.
Clarke, M. and Wilkinson, R. (2007). Interaction between children with cerebral palsy and their peers 1: Organizing and understanding VOCA use. Augmentative and Alternative Communication 23 (4): 336–348. http://dx.doi.org/10.1080/07434610701390350
Fitzgerald, R. and Housley, W. (2002). Identity, categorization and sequential organization: The sequential and categorical flow of identity in a radio phone-in. Discourse and Society 13 (5): 579–602. http://dx.doi.org/10.1177/0957926502013005275
Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
Goode, D. (1994). A World Without Words. Philadelphia, PA: Temple University Press.
Heritage, J. (2012). The epistemic engine: Sequence organization and territories of knowledge. Research on Language and Social Interaction 45 (1): 25–50. http://dx.doi.org/10.1080/08351813.2012.646685
Heritage, J. and Clayman, S. (2011). Talk in Action: Interactions, Identities, and institutions. Oxford: John Wiley & Sons.
Heritage, J. and Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in talk-in-interaction. Social Psychology Quarterly 68 (1): 15–38. http://dx.doi.org/10.1177/019027250506800103
Hester, S. and Francis, D. (eds) (2000). Local Educational Order. Amsterdam: John Benjamins.
Kendon, A. (2004). Gesture. Visible Action as Utterance. Cambridge: Cambridge University Press.
Lerner, G. H. (2013). On the place of hesitating in delicate formulations: A turn-constructional infrastructure for collaborative indiscretion. In J. Sidnell, M. Hayashi and G. Raymond (eds), Conversational Repair and Human Understanding, 95–134. Cambridge: Cambridge University Press.
Lock, S., Wilkinson, R., Bryan, K., Maxim, J., Edmundson, S. Bruce, C. and Moir, D. (2001). Supporting Partners of People with Aphasia in Relationships and Conversation (SPPARC). International Journal of Language and Communication Disorders 36 (S1): 25– 30. http://dx.doi.org/10.3109/13682820109177853
Maynard, D. W. and Marlaire, C. L. (1999). Good reasons for bad testing performance: The interactional substrate of educational testing. In D. Kovarsky, J. F. Duchan, and M. Maxwell (eds), Constructing (In)Competence, 171–196. London: Lawrence Erlbaum Associates.
McHoul, A. and Rapley, M. (2010). ‘Should we make a start then?’ A strange case of (delayed) client-initiated psychological assessment. Research on Language and Social Interaction 35 (1): 73–91. http://dx.doi.org/10.1207/S15327973RLSI35-1_3
Oliver, M. (1996). Understanding Disability. New York: Palgrave.
Pomerantz, A. (1984). Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes. In J. M. Atkinson and J. Heritage (eds), Structures of Social Action, 57–101. Cambridge: Cambridge University Press.
Rapley, M. (2004). The Social Construction of Intellectual Disability. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511489884
Robillard, A. B. (1999). Meaning of a Disability: The Lived Experience of Paralysis. Philadelphia, PA: Temple University Press.
Rasmussen, G. (2012). Triumphing: When mental state evaluations become insults. In G. Rasmussen, C. E. Brouwer and D. Day, (eds), Evaluating Cognitive Competences in Interaction, 211–234. Amsterdam, Benjamins.
Sacks, H. (1966a/1995). Proffering identifications; The navy pilot; Slots; Paired objects; Adequate complete utterances. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation I, part III, 306–311. Oxford: Blackwell.
Sacks, H. (1966b/1995). Omni-relevant devices; Cover identifications. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation I, part III, 312–319. Oxford: Blackwell.
Sacks, H. (1970/1995). Storyteller as 'witness'; Entitlement to experience. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation II, part IV, 242–248. Oxford: Blackwell.
Sacks, H. (1972a/1995). Adjacency pairs: Scope of operation. In G. Jefferson (ed.), Harvey Sacks. Lectures on Conversation II, part VIII, 521–533. Oxford: Blackwell.
Sacks, H. (1972b/1990). An initial investigation of the usability of conversational data for doing sociology. In J. Coulter (ed.), Ethnomethodological Sociology, 208–253. Aldershot: Elgar.
Sacks, H. (1987). On the preferences for agreement and contiguity in sequences in conversation. In G. Button and J. R. E. Lee (eds), Talk and Social Organization, 54–69. Clevedon: Multilingual Matters.
Sacks, H., Schegloff, E. A. and Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language 50 (4): 696–735. http://dx.doi.org/ 10.2307/412243
Schegloff, E. A. (2007). Sequence Organization in Interaction. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511791208
Schegloff, E. A, Jefferson, G. and Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language 53 (2): 361–382.
Sigurd Pilesjö, M. (2013). On the use of bodily action and vocalizations as resources and methods when claiming and completing turns in aided interaction. In N. Norén, C. Samuelsson and C. Plejert (eds), Aided Communication in Everyday Interaction, 59–94. Guildford: J & R Press Ltd.
Sigurd Pilesjö, M. and Rasmussen, G. (2011). Exploring interaction between a non-speaking boy using aided Augmentative and Alternative Communication and his everyday communication partners: Features of turn organization and turn design. Journal of Interactional Research in Communication Disorders 2 (2): 183–213.
Stivers, T. (2005). Modified repeats: One method for asserting primary rights from second position. Research on Language & Social Interaction, 38 (2): 131–158. http://dx.doi.org/ 10.1207/s15327973rlsi3802_1
Streeck, J., Goodwin, C. and LeBaron, C. D. (eds) (2011). Embodied Interaction. Language and Body in the Material World. Cambridge: Cambridge University Press.
Watson, R. (1997). Some general reflections on ‘Categorization’ and ‘Sequence’ in the analysis of conversation’. In S. Hester and P. Eglin (eds), Culture in Action: Studies in Membership Categorization Analysis, 49–76. Washington, DC: University Press of America.
Wilkinson, R. (1999). Sequentiality as a problem and a resource for intersubjectivity in aphasic conversation: analysis and implications for therapy. Aphasiology 13 (4): 327–343. http://dx.doi.org/10.1080/026870399402127
Zimmerman, D. H. (1998). Identity, context and interaction. In C. Antaki and S. Widdicombe (eds), Identities in Talk, 87–106. London: SAGE Publications.
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