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Two conversational practices for encouraging adults with intellectual disabilities to reflect on their activities

journal contribution
posted on 19.09.2017, 16:14 authored by Charles AntakiCharles Antaki
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.

History

School

  • Social Sciences

Department

  • Communication, Media, Social and Policy Studies

Published in

Journal of Intellectual Disability Research

Volume

57

Issue

6

Pages

580 - 588

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.

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

2013

ISSN

0964-2633

eISSN

1365-2788

Language

en