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AbstractSeventy 15‐month‐old children were observed during 90 minutes of free play with their peers in childcare centers. The study aimed to describe individual differences in the children's contacts with peers and to explain the individual differences in relation to: (1) child temperament, (2) the quality of parental behavior toward the child and (3) the quality of the professional childcare environment. Three distinct peer contact factors emerged from our analyses; one reflects children's involvement in peer contacts initiated by peers and two reflect the positive and negative contacts initiated by the target children themselves. Children in groups with more children per caregiver were found to be involved in more contacts initiated by peers. Children with a relatively difficult temperament were less involved in contacts initiated by peers although only in cases of lower quality childcare, as assessed using the infant/toddler environment rating scale. Boys initiated significantly more negative contacts with peers than girls. In addition, more peer‐directed negative initiatives were observed in lower quality childcare.

This article introduces and conceptually underpins an instrument to measure group functioning in child care groups, the Group Functioning Instrument for Child Care (GFI-CC). This instrument was applied in 44 Dutch child care groups (0- to 4-year-olds). The results of this first explorative investigation with the GFI-CC provided initial support for an underlying conceptual model of group functioning in child care centers based on cohesion (network structure, action coordination, and involvement) and emotional climate. The relation between group functioning and structural group characteristics was also examined. Mean age and group continuity (i.e., how long the children have already been attending the group) predicted group functioning, with higher group functioning in groups with older children and in groups with greater continuity. Group size and group constancy (i.e., how many days a week children attend the child care group together) did not independently contribute to the prediction of the group functioning variables.

The quality of the mother‐child attachment relationship, the quality of support mothers provide to their children, and characteristics of the caregiving context were examined in 46 Indonesian mother‐child dyads. The distribution of attachment patterns, as assessed with the Strange Situation, showed the proportion of children classified as secure and insecure‐disorganized to be comparable to the global distribution as reported in two meta‐analyses. An over‐representation of resistant children was found within the insecure group, which was comparable to the distribution in Japanese samples. The quality of maternal support, measured in two settings, was highest for secure dyads and lowest for insecure‐disorganized dyads. Contextual characteristics were not found to differentiate secure from insecure dyads but were found to discriminate between different types of insecure attachment.

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.

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.

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.

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.

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.

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.

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.