Two conversational practices for encouraging adults with intellectual disabilities to reflect on their activities.
Summary of "Two conversational practices for encouraging adults with intellectual disabilities to reflect on their activities."
Backgroundâ Staff can encourage adults with intellectual disabilities to reflect on their experiences in a number of ways. Not all are equally successful interactionally. Methodsâ Conversation Analysis is used to examine c. 30âh of recordings made at two service-provider agencies. Resultsâ 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. Conclusionsâ 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.
School of Social, Political and Geographical Sciences, Loughborough University, Loughborough, UK.
This article was published in the following journal.
Name: Journal of intellectual disability research : JIDR
- PubMed Source: http://www.ncbi.nlm.nih.gov/pubmed/22553965
- DOI: http://dx.doi.org/10.1111/j.1365-2788.2012.01572.x
Medical and Biotech [MESH] Definitions
Tests designed to measure intellectual functioning in children and adults.
Disorders in which there is a delay in development based on that expected for a given age level or stage of development. These impairments or disabilities originate before age 18, may be expected to continue indefinitely, and constitute a substantial impairment. Biological and nonbiological factors are involved in these disorders. (From American Psychiatric Glossary, 6th ed)
The study, based on direct observation, use of statistical records, interviews, or experimental methods, of actual practices or the actual impact of practices or policies.
An acquired organic mental disorder with loss of intellectual abilities of sufficient severity to interfere with social or occupational functioning. The dysfunction is multifaceted and involves memory, behavior, personality, judgment, attention, spatial relations, language, abstract thought, and other executive functions. The intellectual decline is usually progressive, and initially spares the level of consciousness.
Early Intervention (education)
Procedures and programs that facilitate the development or skill acquisition in infants and young children who have disabilities, who are at risk for developing disabilities, or who are gifted. It includes programs that are designed to prevent handicapping conditions in infants and young children and family-centered programs designed to affect the functioning of infants and children with special needs. (From Journal of Early Intervention, Editorial, 1989, vol. 13, no. 1, p. 3; A Discursive Dictionary of Health Care, prepared for the U.S. House of Representatives Committee on Interstate and Foreign Commerce, 1976)
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