Antaki2013
| Antaki2013 | |
|---|---|
| BibType | ARTICLE |
| Key | Antaki2013 |
| Author(s) | Charles Antaki |
| Title | Two conversational practices for encouraging adults with intellectual disabilities to reflect on their activities |
| Editor(s) | |
| Tag(s) | Conversation Analysis, deliberately incomplete utterances, displays, epistemic asymmetry, hinting, knowledge, organization, reflection, test questions |
| Publisher | |
| Year | 2013 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Intellectual Disability Research |
| Volume | 57 |
| Number | 6 |
| Pages | 580–588 |
| URL | Link |
| DOI | 10.1111/j.1365-2788.2012.01572.x |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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.
Notes
WOS:000318951700008
