Transcript Conversational Model - DeafEd-Course-Language

The Johnson Conversational Model
Occurrence
Segments
Tasks
Behaviors
Channels
Reference: Easterbrooks S., Baker S. (2002). Language
learning in children who are deaf and hard of hearing:
Multiple pathways. Boston, MA: Allyn and Bacon.
Multimedia segments added by Courtney Sajben, with
assistance from: David Sajben, Leslie Baird, Laurie
Suthern, Britt Andrews, John Kruger and Christina Todd.
...Conversational Occurrence
Conversations
day
During the course of a day, an individual will have
numerous conversations.
...Conversational Segments
middle
beginning
end
Each conversational exchange, can be divided
into three basic parts....
...Conversational Tasks
middle
3
beginning
4
5
9
8
end
6
10
2
7
1
1
1. Prior to the conversation
4. Exchange pleasantries
2. Gain the individual’s attention
5. Establish the topic
3. Note the onset of the conversation
6. Exchange information
During each segment of the conversation
specific tasks must be accomplished
...Conversational Tasks (cont.)
middle
3
beginning
4
5
9
8
end
6
10
2
7
1
7. Recognize & repair communication breakdowns
8. Bring the conversation to a close
9. Mark the end of the conversation
10. Leave the conversation
1
Prior to the Conversation
Prior to the Conversation
Gaining the Individual’s Attention
Gaining the Individual’s Attention
Onset of the Conversation
Onset of the Conversation
Exchange Pleasantries
Exchange Pleasantries
Establish The Topic
Establish Topic
Exchange Information
Exchange Information
Recognize and Repair Communication
Breakdowns
Recognize and Repair Communication
Breakdowns
Bring Conversation to a Close
Bring Conversation to a Close
End of Conversation
End of Conversation
Leave the Conversation
Leave Conversation
...Conversational Behaviors
3
9
4
5
8
6
10
2
7
1
1
Reflexive Behaviors
Signal Behaviors
Symbolic Behaviors
Conversational tasks are accomplished via the use of three
types of behaviors
...Conversational Behaviors
(cont.)
Reflexive Behaviors:
– Occur all the time
– Represent external manifestations of
internal states, e.g., an itch causes you to
scratch or a bit of grit in your eye causes
you to blink
– Not intended to convey communicative
intent (Note: cultural differences can cause
miss communications)
...Conversational Behaviors (cont.)
Signal Behaviors:
– Occur from conversational tasks #2 through # 10
– Represent a purposeful pattern of behavior that is
designed to convey communicative intent, e.g., a
“wave of the hand,” a “shrug of the shoulder,” or a
“head nod.”
– Require a supportive physical context to be correctly
interpreted, i.e., the intended meaning of the behavior
can not be correctly interpreted outside a narrow
range of settings.
...Conversational Behaviors (cont.)
Symbolic Behaviors:
– occur from conversational tasks # 4 through #8
– Represent a purposeful pattern of either spoken or
signed behavior that is designed to convey
communicative intent, e.g., a word, phrase or
sentence.
– Represent symbolic vs. concrete communicative
behaviors, as such, the intended meaning can be
correctly interpreted in a wide range of settings.
...Conversational Channels
3
4
5
8
6
2
7
9
10
1
Reflexive Behaviors
Signal Behaviors
Symbolic Behaviors
Visual
Motorical
Verbal
Conversational behaviors are carried out through use of three
channels of behaviors
1
So...how will YOU use all of
this information?
1st you will use the information to carry out an
informal analysis of your own language use and
problems.
– as you carry out this analysis, you will learn how to
observe, record and chart data, analyze problems,
hypothesize solutions and then, through a trial-anderror process, you will see if your hypothesis were
correct, finally ending with a summary written
synthesis of what you found and what you learned.
...how will you (cont.)
Once you have learned the information as it
applies to you, then you apply the same process
in your study of a student who is d/hh within your
practicum placement
Basic concept....first understand something as it
relates to you, then to others...ergo, if you can’t
figure out how the information fits for you, you
will not be able to figure out how it fits for others
What are the steps you will use to
implement this conversational model
of language assessment and
intervention?
In essence, the steps are as follows:
1. identify the best context (i.e., person, place
& time) to observe

What makes for a good context?
...What are the steps... (cont.)
...context identification
2. Topic identification
1.

3.
What do you talk about & How often do you talk
about ‘x’ vs. ‘y’
Identification of communication breakdowns



What does a breakdown look like?
Which Topics have the most breakdowns?
What happens following a breakdown?
...What are the steps... (cont.)
1.
2.
3.
4.
...context iden.
...topic iden.
...com. breakdown iden.
Intervention Effort






Target the topic with the most com. breakdowns.
Analyze what occurs just before the breakdown and why the
breakdown occurs.
Refine description of the com. breakdown indicators
Hypothesize why breakdowns occur on that topic (e.g., topic
establishment patterns or conflicting conversational tasks)
Identify an ‘alternative behavior, i.e., one that might reduce the
frequency or severity of topical com. breakdowns.
Try out...several times...the alternative behavior...use data to
decide if you are successful or not.
...What are the steps... (cont.)
1.
2.
3.
4.
5.
...context iden.
...topic iden.
...com. breakdown iden.
...intervention effort
Resulting Insights re.

Language use

Occurrence and Causes of Communication Breakdowns

Assessment of Communication Problems

Intervention of Communication Problems

Gathering and Tracking Assessment and Intervention Data
Note: this is where YOU reflect about what you have learned via the
obs. study – this is where an ‘A’ is earned