Ronkainen2017
| Ronkainen2017 | |
|---|---|
| BibType | PHDTHESIS |
| Key | Ronkainen2017 |
| Author(s) | Riitta Ronkainen |
| Title | Promoting the spoken language learning of children with cochlear implants: A conversation analytic study on speech and language therapy interaction |
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| Tag(s) | EMCA, Children with disabilities, Therapy, Finnish |
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| Year | 2017 |
| Language | English |
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| URL | Link |
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| School | University of Helsinki |
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Abstract
Speech and language therapy for children with cochlear implants focuses on promoting the children's spoken language skills. In this dissertation, the professional practices of one speech and language therapist in promoting language learning are examined using a conversation analysis methodology. The research data consist of video recordings from speech and language therapy sessions, totalling approximately 36 hours. The total duration of analysed sequences is 3 hours, 52 minutes. The participants in the study are seven children with profound congenital hearing impairment who have received a cochlear implant and their speech and language therapist.
The general aim of the dissertation is to increase knowledge of speech and language therapists' professional practices in supporting spoken language learning of children with cochlear implants. The therapist's practices are examined in both play and task interactions at three different stages of the therapy. First, the dissertation examines the ways in which the therapist enhances the children's listening and imitation skills in the early stages of therapy and cochlear implant use (Study I). Second, it analyses the therapist's professional practices of involving the parents in multiparty therapy interaction (Study II). Third, it demonstrates how the therapist promotes lexical learning in children with cochlear implants in the later stages of therapy (Study III).
The dissertation offers new insights into the institutional nature of interaction in the speech and language therapy for children with cochlear implants. It demonstrates the therapist's professional practices and pinpoints techniques and strategies used in the intervention. Primarily, the children are provided with a repetitive and prosodically emphasised spoken language model to enhance their listening skills and spoken language learning. In addition multimodal elements such as gestures, signs and body movements are systematically used. The dissertation shows how the therapist supports the children's participation and fosters their competence, which is seen in the form of enhanced collaboration. Furthermore, the dissertation provides information about the ways in which the therapist involves parents in the therapy.
The findings reported here contribute to research on speech and language therapy interaction, as well as more broadly to the study of institutional interaction. The findings expand and specify the professional stock of interactional knowledge about speech and language therapy. The dissertation provides detailed and concrete descriptions of therapeutic practices and suggests practical guidelines for supporting the spoken language learning of children with cochlear implants. These may be useful for clinicians and students working both with children with cochlear implants and children who have other communication disabilities.
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