Effect of Tactile Imitation Guidance on Imitation and Emotional Availability. A Case Report of a Mother and Her Child With Congenital Deafblindness

Peltokorpi, Sini; Daelman, Marlene; Salo, Seppo; Laakso, Minna

doi:10.3389/fpsyg.2020.540355

Cited by 7 publications

(3 citation statements)

References 27 publications

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“…In other studies interventions aimed at increasing social interaction and communication between children with CDB (within the age span 8 months–15 years) and others were (1) an adapted version of prelinguistic milieu teaching (Brady & Bashinski, 2008); (2) the curriculum promoting learning through active interaction, consisting of strategies to support interaction and communication development (Chen et al, 2007); (3) the intervention model for affective involvement, which was developed to increase affective involvement, increase positive emotions and reduce negative emotions (Martens et al, 2014); and (4) the use of tactile imitation guidance (Peltokorpi et al, 2020). The results from all these interventions showed a positive impact on the children's social interaction and communication.…”

Section: Resultsmentioning

confidence: 99%

Interventions for children with deafblindness—An integrative review

Sundqvist

Wahlqvist

Anderzén‐Carlsson

et al. 2022

Child

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Background Deafblindness is a rare condition, and its prevalence has been reported to be approximately 1 in 27 000 new‐borns worldwide. For individuals with deafblindness, lifelong interventions and support are needed to be able to develop communication, be active and preserve a good quality of life. Because little is known about what kind of support and interventions can be offered to children with deafblindness, the aim was to summarize and disseminate research findings regarding this topic. Methods Integrative review principles were employed. Systematic searches in eight databases and additional manual searches were conducted. The inclusion criteria were as follows: original studies published between 2000 and 2021 examining either interventions for children between 0 and 18 years of age with deafblindness or interventions aimed at children with deafblindness but offered to their relatives or professionals working with them. Studies on support for family members were also sought. Study characteristics were described, and key findings were synthesized into categories based on their similarities. Results Of the 6268 identified original studies, 32 were included. The key outcomes from the included studies were synthesized into three categories, with two categories illustrating the goal/intention of the intervention (social interaction and communication, motivation and participation) and one focusing on or identifying the action taken to benefit the child (adaptation of the educational environment). Social interaction and communication was the dominant category, covering 24 of the 32 included studies. Conclusions This review concludes that there are a limited number of evaluated interventions for children with deafblindness. In many cases, the interventions were adapted to the individual child's needs, and most of them were found within the area of social interaction and communication. More research is needed to strengthen the level of evidence for interventions for children with deafblindness.

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Section: Resultsmentioning

confidence: 99%

Interventions for children with deafblindness—An integrative review

Sundqvist

Wahlqvist

Anderzén‐Carlsson

et al. 2022

Child

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“…Visual Impairments. Some innovative intervention work with tactile imitation guidance in relation to EA has also been initiated with children with visual impairments, at this time with a case report (Peltokorpi et al, 2020). Results with this one case indicated improvement over time in mother's sensitivity, structuring, and nonintrusiveness, and the child's scores on EA also improved.…”

Section: Prevention and Intervention Effortsmentioning

confidence: 99%

Emotional Availability: Clinical Populations and Clinical Applications

Biringen¹,

Sandoval²,

Flykt³

et al. 2022

Human Development

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Emotional Availability (EA) is the ability to share an emotional connection within a dyad. The observational EA System includes the EA Scales and the EA Zones. The EA Scales consist of four adult dimensions (sensitivity, structuring, nonintrusiveness, nonhostility) and two child dimensions (responsiveness, involvement). Based on the EA Scales, EA Zones refers to “emotional attachment styles” and are patterned after traditional attachment categories (Ainsworth et al., 1978). Since the review on EA by Biringen et al. (2014), extensive research on EA has utilized the EA Scales or the EA Zones, especially with respect to clinical populations and applications. We address topics absent from the 2014 review, namely utilizing the EA system for at-risk populations and in prevention and intervention studies. We consider EA research accounting for fathers or alternative caregivers and suggest using the whole EA system versus specific dimensions. We conclude with new directions in clinical applications of EA.

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“…For example, a recent eBook (Janssen et al, 2021) on the development and wellbeing of individuals living with deafblindness provides an intriguing example of the variability to how consent is not only obtained, but also how this process can be reported by researchers that specialize in this field. As would be appropriate for children or individuals with reduced cognitive abilities, some studied involved legal representatives or next-of-kin to provide consent (Damen et al, 2021; de Vaan et al, 2020; Peltokorpi et al, 2020; Wolthuis et al, 2020). Several studies reported that informed written consent was obtained from deafblind participants, but the authors did not provide any details on how this was accomplished (Wahlqvist et al, 2020b; Wanka, 2020).…”

mentioning

confidence: 99%

Methodological Approaches to Obtaining Informed Consent when Conducting Research With Individuals With Deafblindness

Wittich,

Boie,

Jaiswal

2023

International Journal of Qualitative Methods

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Informed consent is essential in research involving people with disabilities to protect their rights and ensure ethical conduct. Individuals with communicative vulnerability, such as those living with deafblindness, face difficulties when the research process is not accessible. Our team has developed methodological expertise where this vulnerable population is concerned. To formalize recommendations that can improve their inclusion, we utilized an observational, retrospective design to address three questions: What are procedures that facilitate recruitment in a lab specializing on working with individuals living with deafblindness? What are optimal procedural adaptations to obtaining informed consent? and What training can best prepare researchers working with individuals living with deafblindness? First, we conducted a textual narrative synthesis of our eight most recent protocols and procedures that required in-person interaction with adults living with deafblindness. Second, we conducted semi-structured discussions among our team members, and third, we engaged in a validation procedure of the synthesized recommendations with our external partners. Procedural adaptations require flexibility in all aspects of recruitment and consent to accommodate communication needs. These include additional time, and accessible formats. Adaptations should consider vision (e.g., large-print, braille) and hearing (e.g., sign language, communication strategies) as well as aspects unique to deafblindness (e.g., intervener support, tactile communication). Consent can be documented in hand-written, electronic, audio or video-recorded format, and may be facilitated by third parties. Team training should include proficiency in plain language, basic knowledge about deafblindness, and awareness of accessibility features for mainstream devices. We present simple steps that can improve inclusion and increase accessibility for participants living with deafblindness, and that can improve the capacity of the research team by developing flexibility, patience, respect, and trust. This information can further inform institutional ethics review boards that are unfamiliar with the logistics of obtaining informed consent when working with participants living with deafblindness.

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Effect of Tactile Imitation Guidance on Imitation and Emotional Availability. A Case Report of a Mother and Her Child With Congenital Deafblindness

Cited by 7 publications

References 27 publications

Interventions for children with deafblindness—An integrative review

Interventions for children with deafblindness—An integrative review

Emotional Availability: Clinical Populations and Clinical Applications

Methodological Approaches to Obtaining Informed Consent when Conducting Research With Individuals With Deafblindness

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