The Establishment of a Dominant Interpretive Framework in Language Intervention One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known ... Clinical Forum
EDITOR'S AWARD
Clinical Forum  |   July 01, 1997
The Establishment of a Dominant Interpretive Framework in Language Intervention
 
Author Affiliations & Notes
  • Jack S. Damico
    The University of Southwestern Louisiana, Lafayette
  • Sandra K. Damico
    The University of New Mexico, Albuquerque
  • Contact author: Jack Damico, The University of Southwestern Louisiana, P.O. Box 43170, Lafayette, LA 70504-3170. E-mail: JSDAMICO@USL.EDU
Article Information
Language Disorders / Clinical Forum: The Context of Language in the Schools
Clinical Forum   |   July 01, 1997
The Establishment of a Dominant Interpretive Framework in Language Intervention
Language, Speech, and Hearing Services in Schools, July 1997, Vol. 28, 288-296. doi:10.1044/0161-1461.2803.288
History: Received May 7, 1996 , Accepted September 20, 1996
 
Language, Speech, and Hearing Services in Schools, July 1997, Vol. 28, 288-296. doi:10.1044/0161-1461.2803.288
History: Received May 7, 1996; Accepted September 20, 1996

One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists were investigated. Data revealed several systematic patterns of interaction that constrained the ranges of interaction between the clinician and the client. Several implications regarding client empowerment, mediation, and assimilation into the school culture are discussed.

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