Ryan L. Nelson

Interpreting problematic behavior: Systematic compensatory adaptations as emergent phenomena in autism

Based upon an emergent account of pragmatic ability and disability, this article provides theoretical and empirical support for a conceptually deeper understanding of some systematic behaviors that have served as diagnostic indices in communicatively impaired populations. Specifically, by employing conversation analysis, several examples of problematic behaviors in autism are analysed as a specific type of compensatory adaptation. Theoretical and clinical implications are discussed.

Reading performance subsequent to aphasia: Strategies applied during authentic reading

Background: As issues involving quality of life and overall functionality are discussed, more attention is being focused on literacy behaviours and use in aphasia. A viable approach to study reading in aphasia is the constructivist orientation, which has been at the centre of the disciplines focusing on literacy research and teaching for nearly forty-five years. Combining this orientation with qualitative research procedures provides numerous research opportunities in aphasia. Aims: The current qualitative study explores the reading strategies employed by persons with aphasia in naturalistic settings as they attempt to re-establish their reading proficiency during recovery. Methods & Procedures: Three persons with aphasia (two women, one man) with mild to moderate aphasia were studied across a number of contexts that required reading. Qualitative research procedures were employed to identify various reading strategies employed by these persons with aphasia. Outcomes & Results: Twenty-eight different salient reading strategies were identified across the three participants, with some of these also being typical of non-neurologically impaired individuals and some unique to the person with aphasia. These twenty-eight strategies served four specific functions (efficiency, contextualisation, comprehension, socialisation) and were employed during the process of reading recovery subsequent to aphasia. Conclusions: Despite their aphasia, these individuals exhibited a resiliency and an underlying proficiency that enabled them to create and/or employ various strategies while they re-established their reading proficiency. A number of implications regarding the need to recognise the complexity of reading as a process and the ways that this change might impact service delivery are discussed.

Applying eye movement miscue analysis to the reading patterns of children with language impairment

This paper presents a research report on an investigation into the reading eye movements of a bilingual 10‐year, 10‐month old girl with language impairment secondary to Downs Syndrome. Eye movement miscue analysis (Paulson, ) was employed to evaluate the visual sampling and oral productions of this child as she read from complete texts presented in Spanish and English. Results are presented in relationship to misconceptions manifest in the clinical practice of intervention providers. Based upon the research and this data, readers do not fixate on every word and the miscues they produce are not the result of failing to fixate on the text.

Avoidance Strategies in an Exceptional Child during Unsuccessful Reading Performances.

Employing an interactional analysis and focusing on the complexity of meaning making, this study investigates the uses of several types of avoidance strategies generated by a language‐disordered boy who is struggling with literacy. The results suggest that these avoidance strategies may function as compensatory adaptations that assist him in overcoming his literacy limitations so that he can still sustain effective social action even within contexts where his literacy difficulties are highlighted. There are both theoretical and practical implications for these findings.

Qualitative research in literacy acquisition: A framework for investigating reading in children with language impairment

Although much has been published in the literature concerning literacy in children with language impairments, little is known concerning the process that the individual language‐impaired child must go through to become a proficient reader. One reason for this may lie within the focus and rigor dictated by the methodologies typically used in literacy‐related studies. This paper addresses some of the limitations of the available literacy literature among language‐impaired populations and discusses how recent advances in qualitative research hold potential for significant methodological and clinical contributions to our understanding of literacy, specifically reading. A case study is presented demonstrating the usefulness of this methodological approach to describing the process of reading acquisition in a language‐impaired child.

Models of phonology in the education of speech-language pathologists

We discuss developments in theoretical phonology and, in particular, at the divide between theories aiming to be adequate accounts of the data, as opposed to those claiming psycholinguistic validity. It would seem that the latter might have greater utility for thye speech‐language pathologist. However, we need to know the dominant models of clinical phonology, in both clinical education and practise, before we can promote other theoretical approaches. This article describes preliminary results from a questionnaire designed to discover what models of phonology are taught in institutions training speech‐language pathologists in the United States. Results support anecdotal evidence that only a limited number of approaches (phonemic, distinctive features, and processes) are taught in many instances. They also demonstrate that some correspondents were unable to distinguish aspects of theoretical phonology from similar sounding (but radically different) models of intervention. This ties in with the results showing that some instructors of phonology courses have little or no background in the subject.

Interpreting Finger-Flapping in the Reading Behaviors of an Individual with Asperger Syndrome

Abstract This investigation explores the detailed results of a qualitative study into the strategic use of finger-flapping during the oral reading of an eightyear-old boy identified with Asperger syndrome. Of particular interest was how the individual with AS attempted to make sense of text as he engaged in shared reading in a clinical setting. Findings indicate that finger-flapping by this child served at least three primary functions including consolidating information, demonstrating breakdowns in comprehension, and requesting mediation. This paper includes a detailed discussion of the methodology, clinical implications, and intervention strategies pertaining to this investigation.

Discriminant validity with a direct observational assessment system: Research with previously identified groups

Abstract Based on a study of 40 school-age children (20 identified as “language disordered” and 20 as “normal language users”), the discriminant validity of a direct observational assessment system is investigated. Results indicate strong discriminant validity on most of the measurement parameters of this tool, Systematic Observation of Communicative Interaction. Discussion of the implications of these findings is provided.

Research Report: Variations on the Theme of Avoidance as Compensations during Unsuccessful Reading Performance.

This research report provides additional data, manifestations and discussion about avoidance strategies employed by a language-learning disabled student during reading activities. Rather than seeing avoidance as due to random distractions or oppositional behaviours, these data provide a rationale for viewing many types of avoidance as systematic and compensatory efforts to sustain interactional success in the emergence of linguistic difficulty.

Advancing description and explanation in clinical linguistics: A legacy of Martin J. Ball

This article asserts the importance of explication of order and disorder in language as a privileged objective of clinical linguistics and service delivery and reviews the contributions of Martin Ball in advancing this agenda.