Interactional effects of introducing the computer into phonological intervention

Abstract: Phonological intervention is often aimed at resolving problems with the specific speech sounds and phonological processes that cause difficulties for the child. But part from working with these specific targets, the speech and language pathologist (SLP) can also use conscious communicative strategies, e.g. encouraging the child’s own communicative initiatives, to strengthen the child as a communicator. Previous research has showed that different intervention approaches have different effects on the interactional balance between the child and the SLP. Today, a small number of computer programs are used in intervention in children with deviant speech, especially in children with impaired hearing. Direct visual feedback is one of the virtues offered by computer technology that goes beyond what the human SLP alone can offer. Moreover, the introduction of the computer in language intervention may have positive effects on the child’s motivation. However, the effects that the introduction of the computer might have on the interaction between the child and the SLP have remained unexplored. In this study, two child-therapist pairs have been video recorded in two different therapy settings – one traditional, “tabletop”, session and one computer-assisted session. The transcribed recordings were then analysed with Initiative-Response analysis (Linell & Gustavsson, 1987). The results suggest that the introduction of a computer into the therapy room actually affects the interaction between child and therapist in some aspects. In the computer-assisted setting, the therapist is less dominant and the child takes more communicative initiatives. Hence, the interactional asymmetry is less pronounced. Moreover, the computer-assisted therapy is characterised by fewer and shorter turns between child and therapist. But even though the children generally talk less, they spend more efforts at pronouncing the targeted phonemes (or syllables/words). This study demonstrates that the computer can serve a social and educational function in the therapy setting. By directing the user (the child) through the exercises and by providing positive as well as negative feedback, the computer can shoulder the therapist’s role as “conductor” and judge in the therapy setting. The therapist is thereby relieved from tasks that are potentially face threatening to the child, and might instead focus on being a facilitator and fellow explorer in the child’s phonological progress.