Effects of Listerner Knowledge on Stories Told by Aphasic and Non-Brain-Damaged Subjects

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The Communicative Informativeness and Efficiency of Connected Discourse by Adults With Aphasia Under Structured and Conversational Sampling Conditions

Measuring communicative informativeness under conversational discourse conditions is perhaps the most valid means of determining the interpersonal verbal communication abilities of aphasic adults. Nevertheless, the data derived from such analyses are expensive to collect and subject to unknown sources of variablity. In this study, samples of connected discourse were obtained from 20 aphasic subjects under narrative and conversational sampling conditions to determine the extent to which they were related on measures of communicative informativeness. Results revealed that subjects produced significantly greater percentages of informative words [i.e., correct information units (Nicholas & Brookshire, 1993b)] under conversational discourse conditions, but that the percentage of correct information units produced during narrative discourse tasks could be used to predict performance under conversational conditions with a high degree of accuracy

Social Experiences of Young Adults with an Autism Spectrum Disorder: Toward an Understanding of Communication

In this study, I used to use a variety of accommodative techniques to conduct oral interviews with young adult participants who presented with unique social language needs. Their needs highlighted and allowed critique of the research methods that I have learned, bringing up important ethical and pedagogical issues regarding difference and (dis)ability in research and research populations. I asked them what they thought about and wanted from their social experiences and learned that they perceive themselves as being perpetually misunderstood. I analyzed the data for potential misunderstandings and uncovered alternate readings of communication that are naturally not considered when typical assumptions of communication prevail. Avoiding misunderstandings can be as easy as changing one’s assumptions about communication. With small changes in assumptions, meanings change, and outcomes improve. The project revealed themes that speak to larger cultural conversations about ability and young adulthood. These millennials are not using social media; they think differently about the “high-functioning vs. low-functioning” autism dialectic; and they critique adult programs and services. Suggested tips for cross-cultural communication are provided

Are We Really \u3cem\u3eBasic Bitches? \u3c/em\u3eA Call for Resistance and Recognition

We explore the history and position of the foundational communication course (FCC) in communication education. The material impact of calling the course basic since the 1940s has caused internalized oppression, which results in a lack of innovation and general disempowerment. The use of the term basic to describe the foundational communication course reflects little cultural awareness of the impact of the word. The term basic also demonstrates a need to adapt the course to meet the needs of its constituents. Failing to adapt may result in more oppressive conditions for communication education, a problem if the discipline is to make significant progress towards equity and inclusion. We argue that among other action items the first step to resist internalized oppression is to abandon the use of basic in relation to the foundational communication course