Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532385
Title: Interviewing people with learning difficulties for service evaluations : a comparison of two interview formats
Author: Potter, Patricia Jane
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 1995
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Abstract:
User involvement in service planning and evaluations has been given a high priority both by the government and by healthcare providers. Consumer satisfactions surveys are one of the main methods by which this process is undertaken. The use of interviews is one way to obtain the views of users on the services that they receive. This study attempts to overcome some of the problems encountered when interviewing people with learning difficulties. The study evaluates the effectiveness of an interview format using systematic prompts to elicit more responses from subjects which are considered meaningful. The results showed that the experimental interview format significantly enhanced the response rate and produced more information, both positive and negative, about services than did a control interview. It did not have an affect on the meaningfulness of the responses obtained. The ability to give meaningful responses was positively correlated with the subjects' IQ scores. The study supports the use of simple interview formats, with systematic prompts, to facilitate interviews and to obtain more information from people with learning difficulties about the services they use. The format could easily be adapted to evaluate a range of services. The study highlighted the importance of comprehensive communication assessments in the development of interview techniques for people with learning difficulties. Other issues arising from the research are discussed and suggestion for future research and developments are made.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.532385  DOI: Not available
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