Difference between revisions of "Antaki2013"
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Antaki2013 | |
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BibType | ARTICLE |
Key | antaki_two_2013 |
Author(s) | C. 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 | jun |
Journal | Journal of Intellectual Disability Research |
Volume | 57 |
Number | 6 |
Pages | 580–588 |
URL | |
DOI | 10.1111/j.1365-2788.2012.01572.x |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
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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