How parents with aphasia deal with children’s resistance to requests

Figures & data

Table 1. Overview: Demographic and medical information of participants with aphasia who recorded conversations with their children.

Parent with aphasia (age^a, profession)	Gender	Aetiology and lesion side	Type of aphasia^b	Severity of aphasia^b	Family members: spouse (age^a, profession), children (age^a)	Same participant as in the following studies
Udo (50, lawyer)	M	Ischemic left middle cerebral artery stroke	Anomic aphasia	Mild	Tina (43, housewife), Fabian (12), Annika (14)	Killmer et al. (2022b)
Tim (38, truck driver)	M	Extensive cerebral haemorrhage in the left temporal lobe	Anomic aphasia	Mild	Julia (36, part-time carpenter), Anna (9)	Killmer et al. (2022b)
Norbert (46, senior businessman)	M	Ischemic left middle cerebral artery stroke	Initially: global aphasia, After 1 year: Broca’s aphasia	Severe	Marina (36, part-time office clerk), Florian (1), Hannah (14), Denise (18)	Called ‘HC’ in Auer and Bauer (2009); Killmer et al. (2022b)

^aAge at first recording.

^bDiagnosed with the Aachener Aphasie Test (AAT) (Huber et al., 1983).

Table 2. Information about recordings and children’s resistance to requests per recording.

Person	Months after person came home from rehabilitation	Number of recording^a	Length of recording in minutes^b	Description of situation	Requests	Resistances
Udo	0	1	36	Dinner	3	0
	1	2	23	Chatting	4	3 (A, P, A)
Tim	0	1	14	Dinner	2	2 (P (Extract 1), A)
		2	12	Dinner	0
		3	20	Doing a puzzle	6	3 (P, P, P)
		4	7	Dinner	0
	1	5	19	Playing Ludo	1	0
		6a	7	Chatting	1	0
		6b	3	Chatting	1	1 (A (Extracts 3&4))
		7	14	Lunch	0	0
		8	16	Lunch	2	0
		9	15	Lunch	0	0
	6	10	60	Dinner	0	0
	12	11	57	Coffee time	0	0
Norbert	0	1	40	Dinner	3	2 (A, P)
		2	16	Changing diapers	1	1 (P)
		3	52	Playing Monopoly	17	8 (P, A, A, U, P (Extract 2), U, P, A)
	1	4	33	Dinner	0	0
		5	39	Dinner	1	1 (A (Extract 5))
	3	6	9	Planting flowers	1	1 (P)
		7	44	Dinner	2	1 (A)

Legend: Type of (first) resistance (P – passive, A – active, U – unclassified).

^aRecording b being the succession of recording a.

^bParent with aphasia and child present in video, whole video might be longer.

Extract 1. Philadelphia.

Extract 2. Card.

Image 1. Line 8: Norbert moves fingers from left to right – indicating ‘give it to me’ (image: Firkin, 2017; arrows added by author).

Extract 3. Bedtime I.

Extract 4. Bedtime II.

Extract 5. Crust of bread.

Table

Sequential structure
[] []	Overlap and simultaneous talk
=	fast, immediate continuation with a new turn or segment (latching)
In- and outbreaths
°h/h°	in-/outbreaths of appr. 0.2–0.5 sec. duration
°hh/hh°	in-/outbreaths of appr. 0.5–0.8 sec. duration
°hhh/hhh°	in-/outbreaths of appr. 0.8–1.0 sec. duration
Pauses
(.)	micro pause, estimated, up to 0.2 sec. duration appr.
(-)	short estimated pause of appr. 0.2–0.5 sec. duration
(–)	intermediary estimated pause of appr. 0.5–0.8 sec. duration
(—)	longer estimated pause of appr. 0.8–1.0 sec. duration
(0.5)/(2.0)	measured pause of appr. 0.5/2.0 sec. duration (to tenth of a second)
Other segmental conventions
:	lengthening, by about 0.2–0.5 sec.
::	lengthening, by about 0.5–0.8 sec.
:::	lengthening, by about 0.8–1.0 sec.
ʔ	cut-off by glottal closure
and_uh	cliticizations within units
uh, uhm, etc.	hesitation markers, so-called “filled pauses”
Laughter and crying
haha, hehe, hihi	syllabic laughter
((laughs)), ((cries))	description of laughter and crying
< <laughing> >	laughter particles accompanying speech with indication of scope
<<:-)> so>	smile voice
Continuers
hm, yes, no, yeah	monosyllabic tokens
hm_hm, ye_es, no_o	bi-syllabic tokens
ʔhmʔhm	with glottal closure, often negating
Accentuation
SYLlable	focus accent
sYllable	secondary accent
!SYL!lable	extra strong accent
Final pitch movements of intonation phrases
?	rising to high
,	rising to mid
-	level
;	falling to mid
.	falling to low
Pitch jumps
↑	smaller pitch upstep
↓	smaller pitch downstep
↑↑	larger pitch upstep
↓↓	larger pitch downstep
<<l> >	lower pitch register
<<h> >	higher pitch register
Intralinear notation of accent pitch movements
`SO	falling
^́ ^́SO	rising
^̄ SO	level
ˆSO	rising-falling
ˇSO	falling-rising
↑`	small pitch upstep to the peak of the accented syllable
↓ ́	small pitch downstep to the valley of the accented syllable
↑ ̄SO bzw. ↓ ̄SO	pitch jumps to higher or lower level accented syllables
↑↑`SO bzw. ↓↓ ́SO	larger pitch upsteps or downsteps to the peak or valley of the accented syllable
Loudness and tempo changes, with scope
<<f> >	forte, loud
<<ff> >	fortissimo, very loud
<<p> >	piano, soft
<<pp> >	pianissimo, very soft
<<all> >	allegro, fast
<<len> >	lento, slow
<<cresc> >	crescendo, increasingly louder
<<dim> >	diminuendo, increasingly softer
<<acc> >	accelerando, increasingly faster
<<rall> >	rallentando, increasingly slower
Changes in voice quality and articulation, with scope
<<creaky> >	glottalized
<<whispery> >	change in voice quality as stated
Other conventions
<<surprised> >	interpretive commentwith indication of scope
((coughs))	non- verbal vocal actions and events
<<coughing> >	…with indication of scope
()	unintelligible passage
(xxx), (xxxxxx)	one or two unintelligible syllables
(may i)	assumed wording
(may i say/let us say)	possible alternatives
((unintelligible, appr. 3 sec))	unintelligible passage with indication of duration
((…))	omission in transcript
–>	refers to a line of transcript relevant in the argument
Additions by present author(s)
f:/h: ^/*	representing non-verbal behaviour (e.g. gestures, movements and gaze)
?:	unknown speaker

Killmer, H., Svennevig, J., & Beeke, S. (2022b). Requests to children by parents with aphasia. Aphasiology, 1–23. https://doi.org/10.1080/02687038.2022.2094335

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