This course explores Innovating & Situating Practice in Rich Environments (InSPiRE), a novel approach to aphasia intervention. InSPiRE works with clinicians to recognize discourse patterns typical of restricted and rich environments and to apply discourse practices strategically, both to enrich clinical activities and to promote improved communication between individuals with aphasia and their everyday communication partners. The speakers will discuss interactional research and practical strategies for topic management, contingent responses, shaping conversational narratives, creative use of collaborative referencing techniques, and other methods for creating rich communicative environments.
Content disclosure: This course focuses on the InSPiRE approach to aphasia
intervention.
This course is part of the SIGnature Series, a collection of courses developed by volunteers from ASHA’s Special Interest Groups, who share practical, evidence-based suggestions and solutions based on their in-depth knowledge, clinical experiences, and passion for their specialty areas. This course was developed by SIG 2: Neurogenic Communication Disorders.
Learning Outcomes
You will be able to:
- Identify common discourse patterns that control and limit interaction
- Identify dynamic and flexible discourse patterns typical of rich communicative environments
- Describe several ways to design clinical interventions around rich communicative environments
Related Courses
View all the SIGnature Series courses, available through the ASHA Learning Pass subscription or for a la carte purchase.
This course is part of Key Courses on Aphasia Intervention.
Presenter Information
Brent E. Archer, PhD, CCC-SLP, LSVT Certified, worked as
a speech-language pathologist in South Africa between 2006
and 2011. In 2016, he obtained his PhD from the University of
Louisiana, Lafayette. After graduating, he was appointed as
an Assistant Professor in Communication Disorders and
Sciences at Bowling Green State University. Archer’s
research interests include aphasiology and bilingualism in
clinical populations. In 2020, Archer was chosen as a
Tavistock Aphasia Distinguished Scholar.
Financial Disclosures:
- Salary from Bowling Green State University
- Complimentary ASHA Learning Pass subscription from ASHA for this
presentation
Nonfinancial Disclosures:
Jamie Azios, PhD, CCC-SLP, is an Assistant Professor at
Lamar University. She has expertise using qualitative
research methodologies to examine perspectives and
interactions of adults with neurogenic communication
disorders in various social contexts. Research interests
include co-constructed conversation in aphasia and the
impact of communicative environments on social participation
and inclusion. She has published articles related to client-centeredness, the interactional environments of long-term
care facilities, and therapist and client behaviors during social
approaches to aphasia intervention. She is also a recent Tavistock Trust for Aphasia
Distinguished Scholar.
Financial Disclosures:
- Complimentary ASHA Learning Pass subscription from ASHA for this
presentation
Nonfinancial Disclosures:
- ASHA member
- ASHA SIG 2 affiliate
Suma Devanga, PhD, CCC-SLP, is an Assistant Professor in
the Department of Speech, Language and Hearing Sciences
at Western Michigan University. With the aim of bridging the
clinical-functional gap in managing acquired neurogenic
communication disorders, Devanga’s research is focused on
studying intervention approaches that better help individuals
with aphasia and other neurogenic communication disorders
to communicate in everyday lives. Devanga’s research
interests also include multilingual and multicultural factors in
clinical interventions.
Financial Disclosures:
- Employed by Western Michigan University
- Complimentary ASHA Learning Pass subscription from ASHA for this
presentation
Nonfinancial Disclosures:
- ASHA member
- ASHA SIG 2 affiliate
Julie A. Hengst, PhD, CCC-SLP, is an Associate Professor in
Speech and Hearing Science at the University of Illinois at
Champaign-Urbana. Her research draws on sociocultural
theories and ethnographic methods to detail everyday
communication practices among individuals with
communication disorders and their community partners. She
focuses particularly on the sudden disruptions in
communication caused by acquired brain injuries (e.g.,
strokes, trauma) and the ongoing reorganization of functional
communication systems. Her research has appeared in
journals such as Journal of Speech, Language, and Hearing
Research; Aphasiology; International Journal of Communication and Language
Disorders; Text & Talk; World Englishes; Nature Neuroscience; and Brain & Language.
She co-edited with Paul Prior Exploring Semiotic Remediation as Discourse Practice.
Her recent book, Understanding Everyday Communicative Interactions, introduces
situated discourse analysis (SDA), offering it as a framework to guide researchers and
clinicians in studying communicative interactions of those with communicative disorders
in everyday and clinical settings.
Financial Disclosures:
- Complimentary ASHA Learning Pass subscription from ASHA for this
presentation
- Author royalties for Understanding Everyday Communicative Interactions
Nonfinancial Disclosures:
Marion C. Leaman, PhD, CCC-SLP, is an Assistant Professor
at the University of Kansas. Prior to her current position,
Leaman was a speech-language pathologist for 27 years,
specializing in adult neurogenic rehabilitation with a focus on
aphasia. Her clinical experience extends across the entire
continuum of care. Her research and teaching interests are
informed by what her clients with aphasia and their families
have taught her over the course of her career about their desire
for aphasia therapy to address their everyday communication
needs. Accordingly, Leaman’s research aims to develop
treatment with generalization to everyday conversation by integrating theoretical
frameworks of interaction and conversation with aphasia intervention. Her current
primary area of research is investigation of how clinicians can make intentional,
therapeutic use of everyday communicative interactions as a skilled intervention
mechanism during unstructured conversation with people with aphasia. In addition, her
research focuses on development of needed reliable and stable outcome measures of
language skill in conversation, and on understanding differences between elicited
monologues used in assessments and the everyday conversation skills needed by
people with aphasia.
Financial Disclosures:
- Employed by the University of Kansas Medical Center
- Complimentary ASHA Learning Pass
