The influence of setting and interlocutor on the ability of adult retarded speakers to exhibit control in an instructional context.
Item
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Title
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The influence of setting and interlocutor on the ability of adult retarded speakers to exhibit control in an instructional context.
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Identifier
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AAI9130310
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identifier
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9130310
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Creator
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Domingo, Robert A.
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Contributor
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Adviser: Loraine K. Obler
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Date
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1991
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Language
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English
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Publisher
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City University of New York.
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Subject
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Health Sciences, Speech Pathology | Psychology, Developmental | Health Sciences, Education
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Abstract
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This descriptive-analytic study examined the ability of adults with mental retardation and their nonretarded and retarded interactants to exhibit "control" in both formal and informal instructional settings within an adult day treatment facility. The analysis made use of verbal summonses, or calls to action, that were described as either dominant or submissive bids for relationships offered (Bedrosian & Prutting, 1978). ANOVA findings indicated that retarded speakers did not exercise any more control with non-peers in either formal or informal instructional settings; nor did they exercise significantly more control with peers informally in comparison to their performance with non-peers informally. However, retarded persons were noted to be proportionately more dominant with peers during formal lessons than they were with peers in an informal setting; and were likewise significantly more dominant with peers in a formal interaction in comparison to their performance with non-peers in a formal instructional setting. Qualitatively, retarded speakers employed a higher incidence of implicit/suggestive directions, as well as higher incidences of initiatory direction-giving and nontask-related talk, in informal settings with both peer and non-peer interactants. Nonretarded speakers maintained a dominant position over retarded subjects in both formal and informal instructional settings, though qualitative analyses indicated that they became more facilitative and less initiatory when the instructional interaction with retarded subjects was intended to be egalitarian. Findings were equivocal in support of either the Deficit or Competence Models of communicative abilities of retarded speakers. While significant findings of retarded speaker controlling capabilities were not consistently attained across setting and role boundaries, qualitative treatments of the client database suggested that mildly and moderately retarded speakers had the wherewithal to display the controlling bids of interest.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
