ERIC Number: ED440500
Record Type: RIE
Publication Date: 1996-Jul
Conversational Interactions between Intellectually Disabled and Normal Progress Adolescents during a Problem-Solving Task.
Okrainec, J. Alexa; Hughes, M. Jeffry
This study investigated the features of verbal disagreements arising among 25 adolescent students with mild intellectual disabilities and 25 of their typical peers. Transcripts of a learning task were coded using an adaptation of Eisenberg's (1992) scheme for analyzing verbal conflicts. Findings of the study indicate: (1) in verbal conflict engagements with normal-progress peers, the adolescent with mild mental retardation (MMR) assumed a respondent role; (2) normal-progress peers dominated during verbal disputes, initiating conflicts at almost twice the rate of the adolescents with mild mental retardation; (3) about 70 percent of the conflicts that the adolescents with MMR initiated were in response to their partner's request for action; (4) the adolescents with MMR failed to use higher level conflict initiation moves at the rate used by their peers, which may be indicative of poorer social monitoring, language impairments, or both; (5) throughout the entire length of conflicts, the adolescents with MMR employed justifications noticeably less often; (6) adolescents with MMR typically debated lesson content but also debated lesson process and assistance; and (7) in most conflicts, negative affect was absent, but when it was displayed, it typically was reciprocated. (Contains 34 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper Presented at the World Congress of IASSD (10th, Helsinki, Finland, July 8-13, 1996).