A
Abdal, Pir Sultan, 163–164
Acceptance, 4
of children, 112, 113–114, 118
Action plan, see Personal futures plan
Addressees, 53
ADHD, see Attention deficit hyperactivity disorder (ADHD)
Adjacency triad, see Request-response-evaluation (RRE)
Adjectives, 8
Adult-controlled intervention, 292
Adversarial relationships, 274–284
African-American English (AAE), 197, 209
African-American speech events, 200–201
copping a plea/gripping, 214
playing the dozens, 201–202, 205, 207, 214, 215–216
preschoolers, 205–206
rapping, 203–204, 206, 207, 215
tomming, 214
African-Americans
cultural identity and language, 198–201, 207
language testing in children, 198–200, 206–213
Agendas, report writing and, 22–23, 224–225, 238–242, 243
Aggression studies, 113
Albanians, 155
ALDA, see Association for Late-Deafened Adults (ALDA)
Alexander Graham Bell Association, 131
of nonmembers, 127, 128–130, 133–134
Alignment, 187–190
Alphabet boards, 50, 59, see also Augmentative communication devices
constraints of, 60–62
nurse/patient interaction with, 62–64
Ambivalence metaphors, 254–255
American culture, compared with Ottoman, 151
American Sign Language (ASL), 128, 139, 142, see also Sign language
American Speech-Language-Hearing Association (ASHA), 31
Animal metaphors, 252, 253t, 254
Aphasia therapy, 20
asymmetrical roles in, 313–314, 316–317
conflict within, 320–335
institutional practices of, 315–326, 330, 334
Appraisal, 5
Argument, discourse of, 330–335
Ascribed identities, 145–146
ASL, see American Sign Language (ASL)
Association for Late-Deafened Adults (ALDA), 133
Assumptions, 44
incorrect, 30–31
physician/patient, 258, 263, 284
therapist/client, 313–314, 316–317, 345
Asynchronous movement, 9
Attention deficit hyperactivity disorder (ADHD), 17
collaborative diagnosis, 264–274, 283
controversial diagnosis, 264–266
Attribution theory, 18
Audiologically deaf, 133
Augmentative communication devices, 51, 55, 65, 72, see also under individual device
limitations of, 78
selective use of, 75–76
Augmented communication, 4, 55
communication rates, 66–70
constraints in, 54–62, 69, 70–72, 77, 78
suggestions/strategies for, 56, 57, 72, 74, 76
Authentic nurses, 62–64
Authority hierarchies, see Asymmetries
Autism, see Children with pervasive developmental disorders (PDD)
B
Back on the Block (album), 204
Barrier structure metaphors, 248, 249t
Bebe’s Kids (film), 201, 215–216
Behavior
cultural construct of, 113
popularity and, 112
Bektashi
cultural beliefs, 155–156
practices of repair, 150, 152–167
Belongingness, see Acceptance
“Birdland,” 204
Blending, sound, 16
Blending subtest, 171–172, 173, 174n.7
Body movements, see also Gaze behaviors; Nonverbal behaviors
child during educational testing, 183–187, 189, 192, 293
clinician during educational testing, 180–183, 192
constraints in, 59–60
evaluation and, 9–10
Brigance Diagnostic Inventory of Early Development, 171n.2
Broken bone metaphors, 252, 253t
C
Call and response, 207
Cancer metaphors, 252
Casual conversations, 315–316
CHAT, 136n.11
Children
ADHD diagnosis in, 264–265
African-American
language testing, 198–200
speech events, 205–206
educational placement, 19–20, 272n.5, 273
social rules for, 121
Children with pervasive developmental disorders (PDD), 29, 30
desire for acceptance from, 39, 42, 44, 47
focus on objects, 36, 37–38, 46, 47
judgment standards of, 34–36
perceived rejection from, 40–41, 44, 46, 47
verbalizations of, 42
Children with specific language impairment (SLI)
evaluating social competence (approaches to), 111–114, 122
evaluating social competence (study), 114–122
perceived incompetence of, 114
Claiming, 117
Clerc, Laurent, 139
Clerc Day, 139
Clients, see also Patients
asymmetries with therapist, 313–314, 316–317, 345
incompetence construction of, 15, 23, 62, 343–344, 345–359
role in psychotherapy, 13, 344
Co-construction of conversation, 56, 57–58, 66–68, 70, 77
Co-orientation, in testing, 173–174, 181, 184, 187, 189
Cognition and language, models of, 300–301
Cognitive scientists, 5
Cogswell, Alice, 139
Collaborative conversation, see Co-construction of conversation
Collapsed test sequences, 176–177, 187, 191
Communication
Communication boards, 65, 75, see also Augmentative communication devices
collaborative use of, 67–68, 70
Communication competence, definition of, 83–84
Communication rates, of augmented communicators, 66–70
Communicative failure, recycling, 355–359
Competence, see also Incompetence; Social competence
classifications, 19
comparisons, 16–17
components of, 19
as containment, 18–20
feelings of, 5, 102, 105–106, 107
conversational partners and, 94–97, 100, 103
loss of/lack of. see Incompetence, feelings of
patient, 259
perceived, in SLI children, 118, 122–123
physician, 258–259
testing, 19
Competence construction, 5–6
components of, 7–18
Competence judgments, 5–6, see also Gaze behaviors; Negative evaluations; Positive evaluations
conditional, 17
hidden factors influencing, 20–21
of patients, 12, 259, 269, 284
of PDD children, 34–36
Competency-lowering, in TBI patients, 294–295, 303–304, 307–308
Compliance, patient, 17, 259, 282, 284, 318
Computerized communication devices, 55, 65
Conditional judgments, 17
Confidence, see Competence, feelings of
Constructing Panic (Capps & Ochs), 351
Container view, 18–20
Context, 18
language and, 197–198
Contextual constraints
augmented communication, 57–58, 62, 72, 74
rehabilitation therapy for TBI patients, 308–309
Conversation, see also Conversational partners casual, 315–316
interlocutors’ co-construction of, 56, 57–58, 66–68, 70
tracking, 5–6
Conversational Analysis
Bektashi practice, 150, 152–154, 157–159, 161, 164–166
medical encounters, 262–263
turn taking, 357
Conversational partners, 98–99
feelings of competence/incompetence, 94–97, 100, 103
importance of, 144
Coordination devices, 58
Coping, metaphor and, 245–246, 250–252
Copping a plea, 214
Correction, 152, see also Repair
distinguished from repair, 150
embedded, 153, 158–159, 164–165
exposed, 153, 157–158, 160, 161–164, 164–165
master-initiated master-correction, 159
master-initiated repair of other-initiated other-correction, 163–164
other-correction, 152
other-initiated other-correction, 158–159, 163–164, 165
other-initiated self-correction, 153, 154, 157
self-correction, 154, 156, 164
self-initiated self-correction, 158, 160
student-initiated self-correction, 160–161
Crutches metaphor, 254
helper-helpee relationships, 320
repair and, 293
Cultural agencies, 146
behavior and, 113
competence judgments and, 5, 20
language disorders and, 22, 208–213
Cultural identities
deaf communities, 127–128, 133–137, 140–142, 144, 146–147
disabled, 261n.1
effective communication and, 63–64, 79, 144
Culturally hearing, 133
Culture, shared, see Cultural identities
Cyclert, 264
D
Deaf, see also Sign language
among hearing parents, 125, 138, 141, 144
audiological, 133
Deaf American Monograph, 139
Deaf Comedy Club, 135
Deaf communities
cultural identities of, 127–128, 133–137, 140–142, 144, 146–147
nonmembers, 127, 128–130, 132, 135, 142, 146
alienation, 133–134
Deaf Life, 135
“Deaf way, the,” 137
Deafies, 138
Deafness
as communication, 140
as ethos, 140
as history, 138–140
as territorial, 137
Deficit frustration, 326
Delayed communication, 60, 69, 70–71, 78
Diagnosis, 19–20, 257–258, 260, 263, see also Evaluation reports
adversarial relationships in, 274–284
controversial (ADHD), 264–266
emotional impact of, 23
metaphor and, 248–250
physician/patient collaboration in, 264–274, 283
significance of, 259–260, 273–274
as situated practice, 22–23
Diagnostic and Statistical Manual of Mental Disorders, 30
Diagnostic evaluations, see Diagnosis
Diagnostic reports, see Evaluation reports
Dilemma metaphors, 254t
Directives, 317–318
Disability Rag, 261n.1
Disability Studies Quarterly, 261n.1
Disabled identities, see Identities, disabled
Disattention, of interlocutors, 69, 78
Discourse markers, 163, 258, 266n.4, 293, 304, 317, 329
Domains of evaluations, 15–16
Door metaphors, 248
Dozens, see Playing the dozens
Dynavox, 65, 68–69, 70–72, see also Augmentative communication devices
picture of, 82f
selective use of, 75–76
E
Ebonics, see African-American English (AAE)
Ecological assessments, 199–200
Educable Mental Impairment (EMI), 272n.5
Educational placement, 19–20, 272n.5, 273
Educational testing
children during, 183–187
clinicians during, 180–183
examiner/examinee interaction, 171, 172, 173–174
feedback during, 191–192
instructional sequences, 174–175
interactional substrate, 172, 174, 177–178, 184, 190, 192, 193
learning during, 190–191
recipiency and alignment, 187–190
smiling sequences, 192
testing instruments, 171n.2, 172n.4
testing sequences, 171, 172, 175–177, 187, 191
local history of, 178–180
Elaborated testing sequences, 176
Eliciting language, 208
Embedded corrections, 153, 158–159, 164–165
Embodied behaviors, see Body movements
Emotional impact, of diagnosis, 23
Emotional reactions, judgments based on, 45–46
Emotions, reauthoring of, 351–352
English language
African-American English (AAE), 197, 209
learning & importance of conversational partners, 94–97, 98–99, 100, 103
speaking & feelings of incompetence, 90–97, 103–104, 106–107
Standard American English (SAE), 197
Environmental stimuli, failure to respond to, 37–38
Epithets, 8
Ethnomethodologists, 5
Evaluation reports, 15, 223, 224
compared with progress reports, 12, 22–23, 231–239, 242–243
organization of, 226–229
Evaluations, 3–4, see also Competence judgments
competence comparisons and, 16–17
interactant positions and, 11–14
locally determined, 14–15
resources for expressing, 7–11
scope & domain of, 15–16
situated, 17–18
Evaluative markers, see Discourse markers
Evaluative standards, 10
of children with PDD, 34–38
Evaluative terms, 8
Evidentials, 14
Expectancy theory, 18
and evaluation of PDD children, 34–36
identity and, 146
time, 21
Expert-to-novice stance, 346–349
Exposed correction, 153, 157–158, 160, 161–164, 164–165
Eye contact, see Gaze behaviors
Eye rolls, 10
F
Face, see Saving face
Face-to-face interaction, 6, 77
through lip movements, 59
Fairy tale metaphors, 250, 251t, 252
Feedback, see also Negative feedback; Positive feedback
boosting self-image, 99
diminishing self-image, 99, 100, 102, 106
during educational testing, 191–192
Fitzgerald, Edward, 156
Flying nurses, 62–64
Fog metaphors, 249
Fragmentation orientation, 308
G
Gallaudent University, 127, 135, 137, 139
Game metaphors, 174n.7
Games for TBI patients, 299–300
Going to the Moon, 301–307, 308
rules of, 294, 299, 304, 305–306
Gaullaudet, Thomas, 139
Gaullaudet Day, 139
Gaze behaviors, 9–10
educational testing and, 181–187, 189
effect on competence judgments, 20–21, 36–37, 44–45, 47
Gaze membership, 79
Gender (non-disabled), use of alternative communication, 63, 64
Gestures, see Nonverbal behaviors
Ghost responses, 325
Going to the Moon, 301–307, 308
Good (discourse marker), 14, 15, 179, 191
“Good Organizational Reasons for Bad Clinic Records” (Garfinkel), 173
Grammar, 8–9
Gripping, 214
Grounding, 53
Group membership, 79–80, see also Common ground; Cultural identities
Groups, problems of, 130–133
H
Habits of the Heart, 138
Hard-of-hearing, 128, 132, 133
Head-mounted pointers, 55
Health care insurance, patient concerns of, 315, 329, 331
Health care providers, 296
Hearie, 130
Hearing, culturally, 133
Hearing loss, 128, 142, see also Deaf communities, nonmembers
Helper-helpee relationships, 320
Heuristics, 52
Hidden factors, competence judgments and, 20–21
Hirka, 153
History
of deafness, 138–140
testing sequences and, 178–180
Hyperkinesis, 264
Hypothetical dialogue, 352–355
I
Identities, see also Alienation; Competence; Cultural identities; Incompetence, feelings of
ascribed, 145–146
augmented communication and, 78
construction of, 84, 85, 86, 92, 108
effect of evaluations on, 17–18, 20
as evaluative, 4
expectations and, 146
footing shifts, 166
reconstruction of, 90–94, 97, 98, 99, 100–102, 106, 107, 109
social participation and, 126, 144, 145, 146
TBI patients’, 298
watershed experiences and, 90, 100–102, 104
Iman Ali, 153
Implicatures, 8
Incompetence, see also Competence; Competency-lowering; Repair(s)
construction of client, 15, 23, 62, 343–344, 345–359
construction of patient, 277–284, 321–330
feelings of, 4, 5, 6, 17, 18, 98, 103–104
augmented communicators, 56
conversational partners and, 94–97, 100, 103
negative feedback and, 99, 100, 102, 106
speaking English, 90–97, 103–104, 106–107
speech-language pathology students, 35, 38, 39
patient, 259
public construction of, 151, 163–164, 166
record keeping, 173
reports & construction of, 231–236
Individualized habilitation plan (IHP), 240
Inheritance, 145
Institutional practices, 6, 17, 23, 262
constraints of, 295–296, 314, 334
failed communication and, 59–60
of interaction, 50
of therapy, 295–296, 315–326, 330
Instruction, overt, 346
Instructional sequences, 174–175
Insults, exchange of, see Playing the dozens; Signifying
Insurance, see Health care insurance
Interactants, positioning of, 11–14
Interactional substrate, 172, 174, 177–178, 184, 190, 192, 193
Interjections, 8
Interlocking of sequences, 177
Interlocutors, 51
co-construction of conversation, 56, 57–58, 66–68, 70
Internet, see World Wide Web (WWW)
Interpretation, 9, 11, 21, 85–86, see also Assumptions; Social constructionism
of evaluations, 12–13
of social competence, 122–123
Intersubjectivity, 30
Intervention, as situated practice, 23–24
Intonation, 9–11
Islamic Ottoman culture, 155
compared with American, 151, 167
Isolation, see Alienation
J
Joint actions, 51–52, 53, 55, 56, 77
with communication boards, 70
faileed, 59
Jones, John W., 139
Jones, Quincy, 204
Journal of Compliance in Health Care (JCHC), 259
Judgments, see Competence judgments
K
Khayyam, Omar, 156
L
Label quests, 198–199
Labeling theory, 18
Labels, diagnostic, 273–274
Languaculture, 145
Language
as an object of play, 200–204, 214–216
eliciting, 208
joint actions. see Joint actions
metaphoric. see Metaphors
social context of, 197–198
speech events. see African-American speech events
testing in African-American children, 198–200, 206–213
Language and cognition, models of, 300–301
Language competence, 19
Language disorders
cultural considerations and, 22, 208–213
measuring social competence in children with, 112–113
testing based on Standard American English (SAE), 197
Language incompetence, reinforcement of, 345–359
Language therapy, 23
Late-deafened adults, 133
Learned-helplessness, 18
Learning disorders, 112–113
Lexicon, 8
“Life as a Spectator Sport” (Heppner), 143
Linguistics, 8–9, see also Metalinguistics
Linguists, systemic, 5
Lip movements, 59
Lists, 305
Logic of Nonstandard English (Labov), 198
Loudness, 9
M
Mainstream, 261n.1
Markers, see Discourse markers
Master-initiated master-correction, 159
Master-initiated repair of other-initiated other-correction, 163–164
Master-student relationships, see Student-master relationships
Medical model of disabilities, 281–282, 284, 344
Membership
gaze, 79
group. see Group membership
Memory games, see Games for TBI patients
Memory skills, 300
Men (non-disabled), use of alternative communication, 63, 64
Mental status exams, 180n.15, 180n.17
Metapragmatics, 206
Metacommunicative devices, 207
Metalinguistics, 200, 206, 207, 349–351
clinicians’ use of, 246
container view, 18–20
coping and use of, 245–246, 250–252
describing ambivalence, 254–255
diagnosis and use of, 248–250
game, 174n.7
personification, 252–254
Mindlessness/mindfulness theory, 18
Minimal brain damage, 264
Miss Deaf America, 135
Misunderstanding, of PDD children, 30–31, 44
Mo’ Yo’ Mama! (Pop & Rank), 202
Mockery, 14
Modification, 152
Modifiers, 8
Mouth-speech communication, 54, 66n.6
Movements, see Body movements
Muhammad, 153
Muslim traditions, 151, 155 Bektashi. see Bektashi
N
Nachman, Rabbi, 167n.7
Natural disaster metaphors, 249–250
Nature metaphors, 248, 249, 249t
Neck rolls, 10
of clients, 15
of patients, 274, 278–283, 284
Negative feedback
diminishing self-image, 99, 100, 102
as a learning tool, 102
Negative judgments, see Negative evaluations
Negative politeness, 150n.3, 152, 153
Neurobehavioral exams, 174–175, 180
Nightmares, 248
Nominals, 8
Nommo, 200
Non-face-to-face interaction, 6
Nonverbal behaviors, 9, 47, 65, see also Body movements; Gaze behaviors
children during educational testing, 183–187, 192, 293
clinicians’ during educational testing, 180–183, 191–192
and social acceptance of children, 114, 117–118
Nonmembers, see Deaf communities, nonmembers
Normal development, as a judgment standard, 34–35
“Not-knowing approach,” 344, 352
Noun phrases, 8
Nouns, 8
Nurses, interacting with Robillard, 62–64
O
Object-oriented thinking, 46
Objects
PDD children’s focus of, 36, 37–38, 46, 47
strategies for obtaining, 117–118
Okay
discourse marker, 15, 179, 191, 304, 317
Ongoing Developmental Assessment Tool, 171n.2
Ostracism, see Alienation
Other-correction, 152
Other-initiated other-correction, 158–159, 163–164, 165
master-initiated repair of, 163–164
Other-initiated self-correction, 153, 154, 157
Ottoman culture, 155
compared with American, 151, 167
Overt instruction, 346
P
Paralinguistic signals, 9–11
Partial understandings, 179n.13
Participation possibilities,” 192
Passive voice, 9
Patient/physician asymmetries, see Physician/patient asymmetries
Patient/physician collaboration, see Physician/patient collaboration
Patients, see also under individual disorder
competence judgments of, 12, 259, 269, 284
competency-lowering in, 294–295, 303–304, 307–308
compliance of, 17, 259, 282, 284, 318
as the expert, 344
health insurance concerns, 315, 329, 331
incompetence construction of, 277–284, 321–330
interpretation of evaluations, 12–13
Pauses, 52
PDD, see Children with pervasive developmental disorders (PDD)
PDD-NOS, see Children with pervasive developmental disorders (PDD)
Peer acceptance, see Acceptance
Perception, self, see Identities
Personal futures plan, 225, 240–242, 243
Personification, 252–254
Perspective-display series, 258
Pervasive developmental disorders, see Children with pervasive developmental disorders (PDD)
Pervasive developmental disorders not otherwise specified (PDD-NOS), see Children with pervasive deevelopmental disorders (PDD)
Physical body metaphors, 252, 253t
Physical distance, 9
Physician/patient asymmetries, 258, 263, 284
Physician/patient collaboration, 258, 259–260
in ADHD diagnosis, 264–274, 283
Physicians
competence of, 258–259
judging patients’ competence, 12, 259, 269, 284
Pitch, 9
Playing the dozens, 201–202, 205, 207, 214, 215–216
Popularity, 112
Porch Index of Communicative Ability, 314
Positive evaluations, 11, 12, 23
in reports, 23, 233–235, 236–238, 243
Positive feedback
boosting self-image, 99
Positive judgments, see Positive evaluations
Positive politeness, 150n.3, 152, 153, 157
“Postmodern turn,” 84
Pragmatics, 207
Preconceptions, 44
Preposed adverbials, 8
Previous evaluation, impact of, 12
Progress reports, 12, 22, 223, 224–225
compared with evaluation reports, 12, 22–23, 231–239, 242–243
organization of, 229–231
Prompt (in three-part turn), 14
Pronouns, proper/improper use of, 349–350
Prophet Muhammad, 153
Psychoeducational Profile, 171n.2
Psychotherapy
construction of client incompetence, 15, 343–344, 345–359
language use in, 343
“not-knowing approach,” 344, 352
Questions, 317–318
Quincy Jones, 204
R
Rabbi Nachman of Bratslav, 167n.7
Ranchos Los Amigos Scale, 294
Rappin’ and Stylin’ Out (Kochman), 200, 215
Rapping, 203–204, 206, 207, 215
Rates, augmented communication, 66–70
Ratified position, 11
Reading, evaluations and, 12
Real communication, 141, 144, 146
Recipiency, 6, 174, 183–184, 187–190
Reconstructed perception, 90–94
Record keeping, incompetent, 173
Recycling communicative failure, 355–359
Redundancy, 204
Rejection
of nonmembers, 130
of requests, 321, 323–325, 328
Religious metaphors, 250, 251t
Remote evaluations, 12
Repair(s), see also Correction
augmented communication, 70, 71, 78
Bektashi practices of, 150, 152–154
construction of incompetence in, 163–164
forms of, 157–164
opportunity space in, 165
recognition of, 154
tikkun, 167
“trainer-oriented approaches” and, 292–293
Repertoire, 7
Reports, see also Evaluation reports; Personal futures plan; Progress reports
agendas and, 22–23, 224–225, 238–242, 243
comparison of, 12, 22–23, 231–239, 242–243
competence judgments and, 6, 231–238
prescriptive formats in, 224–225, 242–243
types of, 223–225
Request-response-evaluation (RRE), 318–320, 322–325, 330
Requests, 317–318
rejection of, 321, 323–325, 328
Response
call and response, 207
Response Elaboration Therapy, 321
Response Elaboration Training, 315
Responses
constructed, 6
ghost, 325
negotiated, 22
of PDD children, 41–42
in testing. see Cues, in testing
three-part turn, 14
Ritalin, 264–265
Roles, social, see also Asymmetries
shifting of, 320–330
subordinate, 16–17
Routine event metaphors, 250, 251t
Rules
game. See Games for TBI patients, rules of
S
Sampling, 204
Sapir-Whorf hypothesis, 349, 350–352
Saving face, 20, 21, 150n.3, 154
Scope, of evaluations, 15–16
Self-correction, 154, 156, 164
Self Help for the Hard of Hearing (SHHH), 131, 132
Self-identity, see Identities
Self-initiated self-correction, 158, 160
Seminal events, see Watershed experiences
Sequences
instructional, 174–175
interlocking of, 177
request-response-evaluation (RRE), 318–320, 322–325, 330
local history of, 178–180
Severe Mental Impairment (SMI), 272n.5
Shared culture, and effective communication, 63–64, 79
Shared knowledge, and effective communication, 268–271, 283, 284
Sharing, see also Cultural identities as a social rule, 121, 122, 123
Shehadah, 155
Shyness and sensitivity studies, 113
Sign language, 142–143, 144, 146
American Sign Language (ASL), 128, 139, 142
Silent pauses, 52
Situated evaluations, 17–18
Situated practice
diagnosis as, 22–23
intervention as, 23–24
Sleep state metaphors, 248, 249t
SLI, see Specific language impairment (SLI)
Snaps, 202
Snaps (Percelay et al.), 202
Social acceptance, see Acceptance
Social competence
evaluating children with SLI (approaches to), 111–114
evaluating children with SLI (study), 114–122
interpretation of, 122–123
Social constructionism, 149
psychotherapy and, 343–360
suppositions of, 84–86, 107–109
Social context, of language, 197–198
Social incompetence, see Incompetence
Social roles, see also Asymmetries
shifting of, 320–330
Social stigmatization, 78
Socially consensual “real time,” 50, 59, 61, 77
Sociocultural factors, in interaction, 62–64, 79
Solitariness, see Alienation
Sound blending, 16
Speaker initiation, 6
Speaking, act of, 51
Special education
assessment tests, 171n.2
placement categories, 19–20, 272n.5, 273
Specific language impairment (SLI), 113
evaluating social competence of children (approaches to), 111–114, 122
evaluating social competence of children (study), 114–122
perceived incompetence of children with, 114
Speech communities, 149
African-American, 200–201
Speech events, African-American, see African-American speech events
Speech-language pathologists (SLPs), 29, 223, 292, 313
Speech-language pathology students, 29, 31, 47
desire for acceptance, 39, 42, 44, 47
evaluation of PDD children, 34–43
feelings of incompetence, 35, 38, 39
perceived rejection of, 40–41, 44, 46, 47
Speech-language therapy, 292, 313
Spiraling of stories, 165
Spiritual master-student relationships, see Student-master relationships
Standard American English (SAE), 197
Standards, evaluative, 10, 34–38
Stanford-Binet IQ Test, 272n.5
Stigmatization, 78
Stimulus-response model, 171
Stowe, Harriet Beecher, 214
Student-initiated repair of the master, 161–163
Student-initiated self-correction, 160–161
Student-master relationships, 149n.2, 150, 152, 156–157, 158, 165, 166–167
master-initiated master-correction, 159
master-initiated repair of other-initiated other-correction, 163–164
student-initiated repair of the master, 161–163
student-initiated self-correction, 160–161
Students, see also Speech-language pathology students
evaluation of, 12
interpretation of teacher’s evaluation, 13
prompt-response-evaluation exchange and, 14–15
Sufi traditions, 155
Symbols, 145
Synchronous communication, 53
with communication boards, 70
inhibitors of, 60
Synthesized speech output, 55, 65
Systemic linguists, 5
T
Talk-in-interaction, 320, 321, 333
TBI, see Traumatic brain injury (TBI)
Teachers, evaluation of, 6, 12
Tempo, prompt-response-evaluation exchange and, 15
Temporal constraints, 61–62, 69, 71–72, 77, 78
Temporal coordination, 70
Temporal imperative, 9–11, 14, 20, 49–50, 51, 52, 54, 56, 58, 66–67, 69, 77, see also Timing
Temporal order, see Time orders
Testers, 14–15
Testing
competence, 19
educational. see Educational testing
negotiated responses in, 22
three-part turn in, 14–15
Testing sequences, 171, 172, 175–177
local history of, 178–180
Themes, of institutional interactions, 263
Therapeutic Discourse (Labov & Fanshel), 343
Therapeutic Ways with Words (Ferrara), 343
Therapy, see also Psychotherapy
asymmetrical roles in, 313–314, 316–317
conflict within, 320–335
goals of rehabilitative, 298–301, 314
institutional practices of, 295–296, 315–326, 330, 334
language, 23
Therapy as Social Construction (McNamee & Gergen), 343
This Mouth Has a Brain, 261n.1
Three-part turns, 14–15, 175–176, 175n.9, 191, 292
request-response-evaluation (RRE), 318–320, 322–325, 330
Tightrope metaphors, 254
Tikkun, 167
Time expectations, 21
Time orders
failed communication and, 60
“real time” distinguished from, 61
Timing, 9–11, see also Temporal imperative
constraints, see Temporal constraints
defined, 55–56
Timing strategies
word prediction display, 65
Tomming, 214
Tracking, 5–6
Trainable Mental Impairment (TMI), 272n.5
“Trainer-oriented” intervention, 292–293
Traumatic brain injury (TBI), 20, 23
Traumatic brain injury (TBI) patients, see also Games for TBI patients
characteristic problems of, 296–298
competency-lowering in, 294–295, 303–304, 307–308
institutional constraints in therapy, 295–296
therapy goals, 298–301
Triple Snaps (Percelay et al.), 202
Turn taking, 54, 153–154, 165, 357, see also Three-part turns
two-part, 175n.9
U
Uncle Tom’s Cabin (Stowe), 214
Utterances
guessing, 68
V
Verbal assertiveness studies, 113
Verbal intentions, for obtaining objects, 117
Verbalization, of PDD children, 42
Verbs, 8
Visual cues, importance of, 60, 70
Visual modalities, 128
W
self-identity and, 90, 100–102, 104
Web pages, see World Wide Web (WWW)
Women (non-disabled), use of alternative communication, 63, 64
Woodcock Johnson Blending Subtest, 173
Woodcock Johnson Psychoeducational Battery, 171, 191
Word prediction display, 65
World Wide Web (WWW), 135
Writing, report, see Reports