Scaffolding the Communication of People With Congenital Deafblindness: An Analysis of Sequential Interaction Patterns
In: American annals of the deaf: AAD, Band 162, Heft 1, S. 24-33
ISSN: 1543-0375
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In: American annals of the deaf: AAD, Band 162, Heft 1, S. 24-33
ISSN: 1543-0375
In: Journal of visual impairment & blindness: JVIB, Band 100, Heft 2, S. 91-105
ISSN: 1559-1476
This article demonstrates the use of the Diagnostic Intervention Model in everyday practice and the effects of its application in a case study of Kris and his educator using individual coaching. The implications of the case for everyday practice are discussed.
In: Journal of developmental and physical disabilities, Band 16, Heft 1, S. 73-94
ISSN: 1573-3580
In: Journal of visual impairment & blindness: JVIB, Band 97, Heft 4, S. 197-214
ISSN: 1559-1476
This article presents a diagnostic intervention model as a guide for designing and conducting interventions to foster harmonious interactions between deaf-blind children and their educators in various settings and explicates its theoretical and empirical foundations.
In: Journal of visual impairment & blindness: JVIB, Band 97, Heft 4, S. 215-229
ISSN: 1559-1476
This study examined the effects of an intervention program to improve the quality of daily interaction between six congenitally deaf-blind children and their 14 educators (teachers, caregivers, and mothers). With video analysis as the most important tool, the interaction coaches trained the educators to recognize the children's signals and attune their behaviors to the children's.
In: Journal of visual impairment & blindness: JVIB, Band 101, Heft 10, S. 653-657
ISSN: 1559-1476
In: British journal of visual impairment: BJVI, Band 33, Heft 1, S. 31-44
ISSN: 1744-5809
This study examined the effects of the first 2 years of the ongoing Project CHANGE, aimed at improving interaction and communication in adults with congenital deafblindness (CDB) and an intellectual disability (ID). Six adults with no history of deafblind education participated in this study. These first 2 years of CHANGE involved an improvement in living conditions, including a transition to a new group home and interactions with specialized caregivers. Video recordings and file information were used to measure interaction and communication during baseline (T0) and two subsequent periods (T1 and T2). The results show an improvement in interaction: attention by the caregiver, confirmation by the caregiver, and affective involvement all improved. An improvement was also shown in the participants' level of expressive communication and in the variety of their communicative behaviors. The improvements over time emphasize the need for a specific approach for persons with CDB and an ID.
In: Journal of visual impairment & blindness: JVIB, Band 108, Heft 1, S. 29-41
ISSN: 1559-1476
In: Journal of visual impairment & blindness: JVIB, Band 106, Heft 11, S. 739-745
ISSN: 1559-1476
In: Journal of applied research in intellectual disabilities: JARID, Band 30, Heft 5, S. 872-884
ISSN: 1468-3148
BackgroundRecent studies have shown that it is possible to foster affective involvement between people with congenital deafblindness and their communication partners. Affective involvement is crucial for well‐being, and it is important to know whether it can also be fostered with people who have congenital deafblindness and intellectual disabilities.MethodsThis study used a multiple‐baseline design to examine whether an intervention based on the Intervention Model for Affective Involvement would (i) increase affective involvement between four participants with congenital deafblindness and intellectual disabilities and their 13 communication partners and (ii) increase the participants' positive emotions and decrease their negative emotions.ResultsIn all cases, dyadic affective involvement increased, the participants' very positive emotions also increased and the participants' negative emotions decreased.ConclusionThe results indicate that communication partners of persons with congenital deafblindness and intellectual disabilities can be successfully trained to foster affective involvement.
In: Journal of visual impairment & blindness: JVIB, Band 108, Heft 5, S. 399-413
ISSN: 1559-1476
Introduction In this study, we applied the Intervention Model for Affective Involvement (IMAI) to four participants who are congenitally deafblind and their 16 communication partners in 3 different settings (school, a daytime activities center, and a group home). We examined whether the intervention increased affective involvement between the participants and their communication partners and whether it increased positive emotions and reduced negative emotions in the participants. Methods We used video observations in a multiple-baseline design across subjects to assess the effects of the 20-week intervention on the communication partners' interactions with the participants. Results After onset of the intervention, affective involvement increased for three participants, while all four participants showed an increase in positive emotions and a decrease in negative emotions. During follow-up, the positive effect on the participants' behaviors decreased in most cases, but remained visible as compared to the baseline level. Discussion The findings demonstrate that the IMAI can be successfully applied to persons who are congenitally deafblind. Given the small number of participants, replication of the intervention is recommended. Implications for practitioners Affective involvement can be increased by training, but it is difficult to maintain this effect over time. Coaching of communication partners on a more permanent basis is recommended to maintain the sharing of emotions between persons who are congenitally deafblind and their communication partners.
In: Journal of visual impairment & blindness: JVIB, Band 104, Heft 1, S. 15-29
ISSN: 1559-1476
This article describes the application of the Diagnostic Intervention Model and its effects in two case studies of 3-year-old boys, Rolf and Ruud, using individual interaction coaching with their mothers. Positive effects were found for all the target categories in both cases, although an interaction that used materials appeared to be more complex.
In: British journal of visual impairment: BJVI, Band 32, Heft 2, S. 68-76
ISSN: 1744-5809
Sustained interaction with other people is of crucial importance for persons with deafblindness and multiple disabilities. This article introduces a relatively time-efficient observational coding system to measure sustained interaction directly from video recordings using only two observation categories: turns and interaction breakdowns. Sustained interaction is defined as a sequence of at least three turns between two interaction partners. An interaction breakdown means that a sequence is not being continued, but is broken off by one of the partners. This article also presents the results of a first study applying the coding system to videos of five adults with deafblindness and multiple disabilities and their caregivers. The system seems well applicable and provides supporting evidence regarding inter-observer reliability. The system can stimulate further research and intervention to increase sustained interaction.
In: Journal of visual impairment & blindness: JVIB, Band 106, Heft 3, S. 177-183
ISSN: 1559-1476
In: Journal of visual impairment & blindness: JVIB, Band 105, Heft 9, S. 560-572
ISSN: 1559-1476
This article demonstrates the effectiveness of applying the Diagnostic Intervention Model for fostering harmonious interactions by describing a single-case study. Changes in the caregiver's turn-giving had substantial effects on the child's turn-taking, regulation of intensity, and approving and disapproving answers. The interaction effects were less clear for the child's initiatives.