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How staff pursue questions to adults with intellectual disabilities

By: Finlay, W M L.

Contributor(s): Antaki, C.

Series: Journal of Intellectual Disability Research 56 (4) 2012: 361-370.Publisher: 2012Content type: text Media type: unmediated Carrier type: volume Subject(s): ADULTS

| INTELLECTUAL DISABILITY

| SUPPORT STAFF

| COMMUNICATION

| STAFF CLIENT RELATIONSHIPS

| STAFF TRAINING

| INTERACTION

| VIDEOS

Summary: Observes that when support staff use questions to instruct, advise or guide adults with intellectual disabilities, or to solicit information from them the interaction does not always proceed smoothly, particularly when replies are ambiguous, absent or not obviously relevant which can lead to interactional trouble and dissatisfaction, or worse. Reports on ways in which support staff can transform their questions over a series of conversational turns in order to solicit an adequate reply, and thereby fulfil the interactional goal of the question.

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Item type	Current library	Call number	Status	Date due	Barcode	Item holds
Article Research	IHC Library	Article (Browse shelf(Opens below))	Available (Article available on request)		28862

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Observes that when support staff use questions to instruct, advise or guide adults with intellectual disabilities, or to solicit information from them the interaction does not always proceed smoothly, particularly when replies are ambiguous, absent or not obviously relevant which can lead to interactional trouble and dissatisfaction, or worse. Reports on ways in which support staff can transform their questions over a series of conversational turns in order to solicit an adequate reply, and thereby fulfil the interactional goal of the question.

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