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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/26548

Title: Two conversational practices for encouraging adults with intellectual disabilities to reflect on their activities
Authors: Antaki, Charles
Issue Date: 2013
Publisher: John Wiley & Sons, MENCAP and IASSID (© the author)
Citation: ANTAKI, C., 2013. Two conversational practices for encouraging adults with intellectual disabilities to reflect on their activities. Journal of Intellectual Disability Research, 57 (6), pp.580-588.
Abstract: BACKGROUND. Staff can encourage adults with intellectual disabilities to reflect on their experiences in a number of ways. Not all are equally successful interactionally. METHODS. Conversation Analysis is used to examine c. 30h of recordings made at two service-provider agencies. RESULTS. I identify two practices for soliciting reflection: both start with open-ended 'test' questions, but they differ on how these are followed up. A more interrogatory practice is to follow up with alternatives and yes/no questions. A more facilitative practice is to give hints and elaborate the replies. CONCLUSIONS. I discuss the differences between the two practices in terms of the institutional agendas that guide the staff's interactional routines. With regard to the more successful one, I note the sensitivity of using 'hints' when asking about clients' own experiences.
Version: Published
DOI: 10.1111/j.1365-2788.2012.01572.x
URI: https://dspace.lboro.ac.uk/2134/26548
Publisher Link: https://doi.org/10.1111/j.1365-2788.2012.01572.x
ISSN: 0964-2633
Appears in Collections:Closed Access (Social Sciences)

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