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  • ID_repair_for_Bloch_Barnes_FINAL_oct_2019

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Clinical Linguistics & Phonetics on 11/11/19, available online: https://www.tandfonline.com/doi/full/10.1080/02699206.2019.1680734

    Accepted author manuscript, 1 MB, PDF document

    Embargo ends: 11/11/20

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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To initiate repair or not?: Coping with difficulties in the talk of adults with intellectual disabilities

Research output: Contribution to journalJournal article

E-pub ahead of print
  • Charles Antaki
  • Deborah Chinn
  • Chris Walton
  • W.M.L. Finlay
  • Joe Sempik
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<mark>Journal publication date</mark>11/11/2019
<mark>Journal</mark>Clinical Linguistics & Phonetics
Number of pages23
Publication statusE-pub ahead of print
Early online date11/11/19
Original languageEnglish

Abstract

How do health and social care professionals deal with undecipherable talk produced by adults with intellectual disabilities (ID)? Some of their practices are familiar from the other-initiated repair canon. But some practices seem designed for, or at least responsive to, the needs of the institutional task at hand, rather than those of difficult-to-understand conversational partners. One such practice is to reduce the likelihood of the person with ID issuing any but the least repair-likely utterances, or indeed having to speak at all. If they do produce a repairable turn, then, as foreshadowed by earlier work on conversations with people with aphasia, their interlocutors may overlook its deficiencies, respond only minimally, simply pass up taking a turn, or deal with it discreetly with an embedded repair. When the interlocutor does call for a repair, they will tend to offer candidate understandings built from comparatively flimsy evidence in the ID speaker’s utterance. Open-class repair initiators are reserved for utterances with the least evidence to go on, and the greatest projection of a response from the interlocutor. We reflect on what this tells us about the dilemma facing those who support people with intellectual disabilities.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Clinical Linguistics & Phonetics on 11/11/19, available online: https://www.tandfonline.com/doi/full/10.1080/02699206.2019.1680734