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Two conversational practices for encouraging adults with intellectual disabilities to reflect on their activities
journal contribution
posted on 2017-09-19, 16:14 authored by Charles AntakiBACKGROUND. 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.
History
School
- Social Sciences
Department
- Communication, Media, Social and Policy Studies
Published in
Journal of Intellectual Disability ResearchVolume
57Issue
6Pages
580 - 588Citation
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.Publisher
John Wiley & Sons, MENCAP and IASSID (© the author)Version
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2013ISSN
0964-2633eISSN
1365-2788Publisher version
Language
- en