Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective

Damen, Saskia; Janssen, Marleen; Ruijssenaars, Wied; Schuengel, Carlo

doi:10.1080/1034912x.2014.998177

Cited by 13 publications

(14 citation statements)

References 42 publications

(101 reference statements)

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“…The caregivers we refer to in this acticle support the daily functioning and development of these individuals with deafblindness at home, at a daycare facility, or at school. Positive effects of the HQC intervention in 11 individual cases have been demonstrated in previous studies (Damen, 2015;Damen et al, 2014;Damen et al, 2015a;Damen et al, 2015b) on communication categories that correspond with three layers of intersubjective development such as described by Trevarthen (See Bråten and Trevarthen, 2007): "dyadic interaction" and "shared emotion" at the first layer, "referential communication," "meaning negotiation," and "shared meaning" at the second layer, and "declarative communication" at the third layer. The nonoverlapping of all pairs (NAP) technique (Parker and Vannest, 2009), revealed medium or large effects for all participants with deafblindness for at least one of the communication categories at the first and at least one of the categories at the second layer when comparing the baseline phase with either the first or second intervention phases or the followup phase.…”

Section: Introductionsupporting

confidence: 64%

“…The HQC intervention is set up as a training that is carried out by a communication coach. The training consists of two phases of subsequently 5 and 15 weeks (see Damen et al, 2015a;Damen et al, 2015b). In the first phase, the focus is on improving the attunement of the social partners' behavior and emotions to those of the individual with deafblindness in order to improve dyadic interactions and shared emotions.…”

Section: Interventionmentioning

confidence: 99%

“…For six cases (Damen et al, 2014;Damen et al, 2015a), the social validity of the intervention was also assessed. As in other studies that measured the social validity of video-feedback interventions for individuals with CDB (see Janssen et al, 2002;Janssen et al, 2004;Janssen et al, 2006;Janssen et al, 2007;Janssen et al, 2011;Martens et al, 2014a;Martens et al, 2014b;Martens et al, 2017), the satisfaction of the caregivers with the results of the intervention was determined.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

et al. 2021

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The parents, teachers, and professional caregivers of individuals with disabilities may benefit from interventions to enhance their educational skills. In previous studies, positive effects were observed of a video-feedback intervention for caregivers (i.e. parents, teachers, and professional caregivers) on their communication with an individual with congenital deafblindness. The intervention they received, was the High-Quality Communication (HQC) intervention. The aim of the current study was to gain insight into the perceived relevance, feasibility, and effectiveness (i.e., social validity) of the HQC-intervention according to these caregivers, and the correspondence between the social validity ratings and the observational effects of the HQC-intervention. Responses on the Social Validity Scale from 25 caregivers who participated in the High-Quality Communication (HQC) intervention revealed that they considered the HQC intervention to be a relevant, feasible, and effective intervention. Comparing the caregiver ratings with observational effects of the HQC intervention at the individual case level, we found no association between the observed effectiveness of this intervention and caregivers’ opinions about its relevance, feasibility and effectiveness. There was however, an association between the rated feasibility and effectiveness, which suggests that the perceived success of the intervention was influenced by caregivers’ experienced competency in supporting the communication of individuals with CDB. The combination of observational and social validity data enabled a critical analysis of the clinical value of the HQC intervention. We recommend that future studies use multiple data source for social validity assessment.

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Section: Introductionsupporting

confidence: 64%

Section: Interventionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

et al. 2021

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“… 3. More recently also replicated in other signed languages (for an extensive literature review, see Damen et al, 2015). …”

mentioning

confidence: 77%

Parental strategies used in communication with their deaf infants

Wille

Kristiane

Herreweghe

2019

Child Language Teaching and Therapy

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One way of increasing caregivers’ language accessibility when interacting with a deaf child is through visual communication strategies. By using both a longitudinal and cross-sectional approach, this study will reveal which strategies deaf and hearing parents prefer and implement in their daily communication with their deaf children. First, the interactions of one deaf and two hearing mothers with their deaf children were recorded over the course of 18 months starting when their children were 6 months of age. Second, interactions of 5 mothers and 5 fathers (i.e. each two deaf and three hearing) with their deaf children (24 months old) were analysed for implicit and explicit strategy-use. It indicated gender related differences and confirmed caregivers’ tendencies to rely on strategies closely related to the modality of their mother tongue. Finally, deaf parents outperformed the hearing parents in the duration of successful interaction moments with their deaf children.

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“…There are few studies in the international literature aimed to discuss communication development through intersubjective experience among children with multiple sensory disabilities and their social partners (12,13) . If the specificities of Health and Education professionals are considered, which is the focus of this research, then the work conducted by experts, including the speech therapist, will allow the development of the individual in various aspects and can contribute for people with deaf-blindness and multiple sensory disabilities to have their actual place in society (14) .…”

Section: Discussionmentioning

confidence: 99%

Análise dos processos de atenção e interação em criança com deficiência múltipla sensorial

Boas

Ferreira

Moura

et al. 2017

Audiol., Commun. Res.

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Children with multiple sensory disabilities may not develop the language effectively, given that the combination of disabilities tends to reduce their participation in the environment and harm language development. The objective of this research was to analyze the interaction processes, i.e., the attention (attention to the person, attention to the object and joint attention) and communicative behaviors between a student with multiple disabilities (age: 4 years and 6 months) and her teacher specialized in the field of sensory multiple disabilities. The data were collected during activities in the classroom, through participant observations and audiovisual recordings of teacher/child interactions and analyzed with the ATLAS.TI program. The results indicated that the student showed attention to the object in activities involving music and rhythm. As potential forms of nonverbal communication it was observed eye gaze body movement and vocalizations. The teacher forms of communication were verbal, touch, visual, auditory (rhythm) and Brazilian Sign Language. The student presented potential turn-taking only when the action was initiated by the teacher. The quality of the activities, the materials used and the participation showed to have impact on the levels of attention and communication. More researches should consider these results as a way to define which activities that can contribute to support the development and quality of life of children with sensory multiple disabilities. Thus, teacher and speech/language therapist should know the way each child communicates and to be alert to nonverbal behaviors as a way to establish effective communication.Keywords: Disability; Communication; Interpersonal relations; Speech, language and hearing sciences; Education, Special RESUMOCrianças com deficiência múltipla sensorial podem não desenvolver a linguagem de forma efetiva, pois a combinação de deficiências tende a reduzir a participação em seu meio e prejudicar o desenvolvimento da linguagem. O objetivo desta pesquisa foi analisar os processos interacionais, ou seja, os comportamentos de atenção (atenção à pessoa, atenção ao objeto e atenção conjunta) e comunicativos, entre uma aluna com deficiência múltipla sensorial (4 anos e 6 meses de idade) e sua professora, especializada na área da surdocegueira e deficiência múltipla sensorial. Os dados foram coletados durante atividades em sala de aula, por meio de observação participante e de gravações audiovisuais da interação/díade, e analisados com auxilio do programa ATLAS.TI. Os resultados apontaram que a aluna apresentou atenção ao objeto, em atividades que envolveram música e ritmo. Como potencial forma de comunicação não verbal, observou-se olhar, movimentos corporais e vocalização. As formas de comunicação da professora foram verbal, toque, visual, auditiva (ritmo) e sinais de Língua Brasileira de Sinais. A aluna apresentou potenciais trocas de turnos apenas quando a ação foi iniciada pela professora. A qualidade das atividades, os materiais utilizados e a part...

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Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective

Cited by 13 publications

References 42 publications

Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

Comparison of Social Validity Ratings With the Effects of a Video-Feedback Intervention for Communication Partners of Individuals With Deafblindness

Parental strategies used in communication with their deaf infants

Análise dos processos de atenção e interação em criança com deficiência múltipla sensorial

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