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Facilitator Behaviors Leading to Engagement and Disengagement in Aphasia Conversation Groups.

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Title: Facilitator Behaviors Leading to Engagement and Disengagement in Aphasia Conversation Groups.
Authors: Lee, Jaime B.1 lee2jb@jmu.edu, Azios, Jamie H.2
Source: American Journal of Speech-Language Pathology. 2020 Supplement 1, Vol. 29, p393-411. 19p.
Subject Terms: *Aphasia, *Conversation, *Discourse analysis, *Group psychotherapy, *Medical students, *Qualitative research, Linguistics, Judgment sampling, Group process, Thematic analysis
Abstract: Purpose: Researchers have identified features of successful aphasia conversation groups and clinician behaviors leading to engagement and group cohesion. There has been less focus in the literature on facilitator behaviors that hinder participation or result in disengagement. This study aims to explore the behaviors of graduate student facilitators that contribute to and detract from engagement in aphasia conversation groups. Method: Data were drawn from 4 conversation group sessions from 2 different university settings. Groups included 1 graduate student facilitator and 3 or more persons with aphasia. Sociolinguistic discourse analysis was applied to transcripts of group sessions. Results: Three broad patterns detailing facilitator behaviors were identified. Several facilitator actions contributing to engagement were noted, including strategic use of topic elicitors, multimodal communication supports, and techniques to avoid interactional asymmetry. Behaviors associated with participant disengagement were also noted across sessions, including restricted discourse behaviors and difficulty managing the competing needs of participants. Engagement and disengagement were the product of several coordinating actions of the facilitator and group members that together influenced participation in conversation. Conclusion: Results suggest that novice facilitators exhibit behaviors that contribute to and detract from participant engagement in aphasia conversation groups. Findings, discussed within the context of the literature on well-managed groups, highlight the skill required in managing the needs of participants with aphasia and knowing how and when to employ clinician-led strategies. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Facilitator Behaviors Leading to Engagement and Disengagement in Aphasia Conversation Groups.
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  Data: <searchLink fieldCode="AR" term="%22Lee%2C+Jaime+B%2E%22">Lee, Jaime B.</searchLink><relatesTo>1</relatesTo><i> lee2jb@jmu.edu</i><br /><searchLink fieldCode="AR" term="%22Azios%2C+Jamie+H%2E%22">Azios, Jamie H.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. 2020 Supplement 1, Vol. 29, p393-411. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Aphasia%22">Aphasia</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+psychotherapy%22">Group psychotherapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Group+process%22">Group process</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Purpose: Researchers have identified features of successful aphasia conversation groups and clinician behaviors leading to engagement and group cohesion. There has been less focus in the literature on facilitator behaviors that hinder participation or result in disengagement. This study aims to explore the behaviors of graduate student facilitators that contribute to and detract from engagement in aphasia conversation groups. Method: Data were drawn from 4 conversation group sessions from 2 different university settings. Groups included 1 graduate student facilitator and 3 or more persons with aphasia. Sociolinguistic discourse analysis was applied to transcripts of group sessions. Results: Three broad patterns detailing facilitator behaviors were identified. Several facilitator actions contributing to engagement were noted, including strategic use of topic elicitors, multimodal communication supports, and techniques to avoid interactional asymmetry. Behaviors associated with participant disengagement were also noted across sessions, including restricted discourse behaviors and difficulty managing the competing needs of participants. Engagement and disengagement were the product of several coordinating actions of the facilitator and group members that together influenced participation in conversation. Conclusion: Results suggest that novice facilitators exhibit behaviors that contribute to and detract from participant engagement in aphasia conversation groups. Findings, discussed within the context of the literature on well-managed groups, highlight the skill required in managing the needs of participants with aphasia and knowing how and when to employ clinician-led strategies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2020 Supplement 1
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