AUTHOR
TITLE
INSTITUTION
SPONS AGENCY
PUB DATE
GRANT
NOTE
AVAILABLE FROM
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EDRS PRICE
DESCRIPTORS
ABSTRACT
DOCUMENT RESUME
EC 160 490
Sigelman, Carol K.; And-Others
Communicating with Mentally Retarded Persons: Asking
Questions and Getting Answers..
Texas Tech Univ., Lubbock...
AUTHOR Sigelman, Carol K.; And-Others
TITLE Communicating with Mentally Retarded Persons: Asking
Questions and Getting Answers..
INSTITUTION Texas Tech Univ., Lubbock. Research and Training
Center in Mental Retardation.
SPONS AGENCY National Inst. of Handicapped Research (ED),
Washington, DC.
PUB DATE 83
GRANT NIHR-16-P-56819/6
NOTE 265p.
AVAILABLE FROM Texas Tech University, Research Training Center in
Mental Retardation, Box 4510, Lubbock, TX 79409
($15.00).
PUB TYPE Journal Articles (080) -- Reports -
Research /Technical (143)
EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS Attitudes; *Communication Skills; *Interviews;
Language Acquisition; *Mental Retardation;
*Questioning Techniques; Research Methodology
ABSTRACT
The study was undertaken as part of an effort to poll
mentally retarded persons about their needs, attitudes, and
circumstances in order to form an information base for policymaking.
Five different studies were conducted to determine the ability of
mentally retarded people to understand questions and use speech to
convey facts and opinions. Each study involved interviewing mentally
retarded children or adults as well as a "significant other." In
chapter two, a review of the literature cites research implications
for interviewing mentally retarded people. The five study designs are
described in the next chapter, with attention to measuring
responsiveness and analyzing reliability and validity. The fourth
chapter reviews the logistical aspects of the interview approach and
offers suggestions for such aspects as obtaining consent, scheduling,
and using specific questioning approaches. Chapter five focuses on
responsiveness and discusses the difficulties interviewees had in
providing appropriate responses. Chapter six evaluates the
reliability of interviewee responses over time, while chapter seven
assesses the validity of responses (using correct-incorrect questions
and agreement with parents/attendants as measures of validity). In
chapter eight, direct comparisons of alternative questioning
strategies are presented. Following a summary chapter, 'appendices
provide sample interview schedules, suggestions for accessing
mentally retarded persons for interviews, and sample
explanation/consent forms. (CT)
* Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
, U.S DEPARTMENT Of- EDUCATION
NATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
'This document has been reproduced as
received from the person or organization
originating it
' Minor changes have been made to improve
reproduction quality
Points of view or. Jpinions stated in this docu
,nent do not necessarily represent official NIE
position or policy
"PERMISSION TO REPRODUCE THIS
MATERIAL IN MICROFICHE ONLY
HAS BEEN GRANTED BY
/
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)"
, COMMUNICATING
WITH MENTALLY RETARDED
PERSONS:
ASKING QUESTIONS
AND GETTING ANSWERS
Carol K. Sgelman
Carol J. Schoenrock
Edward C. Budd
Jane L. Winer
Cynthia L. Spanhel
Paulette W. Martin
Sherrilyn Hromas
Gerard J. Bensberg
Research and Training Center in Mental Retardation
Texas Tech University
, Typist:
Sandra Minor
f
(c) 1983
All, reserved
May not be reproduced in whole or part without written permission of publisher
Research and Training Center in Mental Retardation
Box 4510
Texas Tech University
Lubbock, Texas 79409
This publication was partly supported by grant number 16-P-56819/6 from the National Institute or
Handicapped Research, U.S. Department of Education. Grante73 undertaking such projects under
government sponsorship are encouraged to express freely their juk,ment in professional and technical
matters. Points of view or-opinions do not, therefore, necessarily represent Official position or policy.
Printed by Texas Tech Press
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