In search of a novel way to analyze early communicative behavior

Abstract

The aim of this study was to develop a coding scheme that enables researchers and practitioners to conduct a detailed analysis of the communicative behavior of young children with significant cognitive and motor developmental delays. Currently, there is a paucity of methods to do conduct such an analysis. For the study, video observations of three different scenarios from 38 children with significant cognitive and motor developmental delays aged between 12 and 54 months, were used. Findings from the video observations served as the primary means for development of the coding scheme, which comprises three main categoriescontext, partner behavior, and individual behaviorand several subcategories. The coding scheme was used to document the early expressive communicative behavior of persons with significant cognitive and motor developmental delays in a detailed manner. This fine-grained information is necessary to differentiate children based on their communicative abilities, to monitor their communicative development longitudinally, and to inform person-centered communicative interventions.

A novel approach to prevent social isolation in people with severe disability

“…The goal of this investigation was to co-create a conceptual model to explain and improve interpersonal communication between According to recent research 44 , there is a paucity of methods to conduct a detailed analysis of communication behaviors of individuals with CCN. This gap challenges researchers and clinicians to develop novel models and approaches, reinforcing the added value of the present project.…”

Analysis of early expressive communicative behaviour of young children with significant cognitive and motor developmental delays

“…Regarding the coding procedure, all three videos of each of the participants were approached in the same way. The coding scheme used in this study starts with identifying all behavioural units (potential communicative acts or PCAs) within observation and providing a thick description of context, partner behaviour and child behaviour for each PCA (Dhondt et al, 2021), all completed by the first author. A PCA is defined as “any observable change in the (idiosyncratic) behaviour exhibited by the individual that might have a communicative purpose or that can be interpreted by the communication partner as such.” No time restrictions are prescribed regarding the PCAs, to be able to capture delayed reactions as well as prolonged reactions due to cognitive or motor difficulties (Dhondt et al, 2021).…”

“…Each of those units was labelled with the number of the participant, the name of the video (ESCS, BAS or free play) and with a timestamp of the onset of the unit. Once the PCAs were identified and thickly described, the thick descriptions were coded within several coding categories by the first author and two additional coders (see Figure 1 for an overview of the coding scheme, detailed coding scheme and definitions of coding categories can be consulted in Dhondt et al, 2021). The used categories are (1) context with subcategories specific setting and task, (2) partner behaviour with subcategories type of prompts provided by the interaction partner and optional scaffolding behaviours and (3) child behaviour with subcategories behavioural modalities, focus, initiative, communication complexity, signs of functionality, and signs of emerging intentionality.…”

“…A PCA is defined as "any observable change in the (idiosyncratic) behaviour exhibited by the individual that might have a communicative purpose or that can be interpreted by the communication partner as such." No time restrictions are prescribed regarding the PCAs, to be able to capture delayed reactions as well as prolonged reactions due to cognitive or motor difficulties (Dhondt et al, 2021). In this study, 6770 PCAs were detected and described in (2) partner behaviour with subcategories type of prompts provided by the interaction partner and optional scaffolding behaviours and…”

“…In that respect, the development of instruments, such as the Communication Matrix and the communication complexity scale (CCS, Brady et al, 2012, 2018), is most opportune. However, there are limitations with which these tools differentiate the earliest communication skills (Communication Matrix; Dhondt et al, 2020), or account for the preference in focus or contextual aspects, such as the relation of the behaviour with the presented prompt (CCS, Dhondt et al, 2021).…”