Interaction between persons with profound intellectual and multiple disabilities and their partners: A literature review

Hostyn, Ine; Maes, Beatrijs

doi:10.3109/13668250903285648

Cited by 89 publications

(109 citation statements)

References 39 publications

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“…Nevertheless, this result confirms the importance of sensitive responsivity as the primary variable in parenting research (Mahoney & Nam, 2011), regardless of the child's developmental level, as well as in interactional research on persons with severe and multiple disabilities (Hostyn & Maes, 2009). However, it is unclear whether parental responsivity elicits child engagement, child engagement elicits parental responsivity, or both processes influence each other bidirectionally.…”

Section: Associations Between Parental and Child Behaviorsupporting

confidence: 58%

Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay

keer

Colla

Leeuwen

et al. 2017

Research in Developmental Disabilities

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Background & Aims: Parenting factors are one of the most striking gaps in the current scientific literature on the development of young children with significant cognitive and motor disabilities. We aim to explore the characteristics of, and the association between, parental behavior and children's interactive engagement within this target group.Methods & Procedures: Twenty-five parent-child dyads (with children aged 6-59 months) were video-taped during a 15-minute unstructured play situation. Parents were also asked to complete the Parental Behavior Scale for toddlers. The video-taped observations were scored using the Child and Maternal Behavior Rating Scales.Outcomes & Results: Low levels of parental discipline and child initiation were found. Parental responsivity was positively related to child attention and initiation.Conclusions and implications: Compared to children with no or other levels of disabilities, this target group exhibits large differences in frequency levels and, to a lesser extent, the concrete operationalization of parenting domains. Further, this study confirms the importance of sensitive responsivity as the primary variable in parenting research.Keywords: parental behavior; child interactive engagement; severe and multiple disabilities; profound and multiple disabilities

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Section: Associations Between Parental and Child Behaviorsupporting

confidence: 58%

Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay

keer

Colla

Leeuwen

et al. 2017

Research in Developmental Disabilities

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“…They spoke of different types of strategies to make interaction more successful, such as using communication temptations, encouraging communication through their responses, and extending interactions with people with SD. The asymmetry of communication responsibility in interactions between parents, professionals and people with SD and the parents' and professionals' awareness of and compensation for this increased communication responsibility represents a well-established feature of the dialogical perspective (Hostyn and Maes 2009;Wilder 2014).…”

Section: Discussionmentioning

confidence: 97%

“…Recent systematic literature reviews show that dialogical perspectives on communication, in which communication is viewed as a process that the agents in an interaction build together, are now dominant in this research area; earlier perspectives were more instrumental and categorical and adopted the sender-receiver metaphor (Hostyn and Maes 2009;Wilder 2014). In the face of the dependant nature that characterises communication in people with SD, it is interesting to further investigate diverse perspectives of parents' and professionals' experiences.…”

Section: Theoretical Frameworkmentioning

confidence: 98%

Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities

Wilder

Magnusson

Hanson

2015

European Journal of Special Needs Education

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People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD's communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share learning about communication and augmentative and alternative communication (AAC) for people with SD by participating in blended learning networks (BLNs). Thirty-six parents and professionals participated in online web-based BLNs according to a prepared format; four groups were formed, and all of the groups participated in four discussion sessions and an evaluation session. Detailed minutes from the 16 BLN sessions, an evaluation session and course evaluation data were thematically analysed. The theoretical frameworks were different perspectives on disability within communication research and special education research, and theories about shared learning in networks. The analyses revealed themes that focused on communication partners' knowledge, attitudes and strategies regarding communicating with people with SD; the importance and power of using multimodal AAC; and the universality, user-friendliness and empowering aspects of iPads and apps. The findings suggest that participants perceive communication and AAC with people with SD from relational, dialogical and interactional perspectives, whereas the categorical perspective was less pronounced. In accordance with other professional competence research, the use of online web-based BLNs with mixed groups that was described in this paper yielded positive evaluations from the participants. The opportunity for meeting others involved in caring for people with SD, the actual blended groups and the sharing of technology and AAC experiences in particular were highlighted.

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“…In the light of factors outlined above, it is clear that many people with severe and profound intellectual disability (S/PIMD) experience difficulty in achieving mutually rewarding communication interactions (Hostyn & Maes ). Understanding the factors that support successful communication interactions is important in seeking to enhance the communication experiences of both partners in dyads comprising people with S/PIMD and those with whom they come into contact.…”

Section: Introductionmentioning

confidence: 99%

Attuning: A Communication Process between People with Severe and Profound Intellectual Disability and Their Interaction Partners

Griffiths

Smith

2015

Research Intellect Disabil

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Background People with severe and profound intellectual disability typically demonstrate a limited ability to communicate effectively. Most of their communications are non‐verbal, often idiosyncratic and ambiguous. This article aims to identify the process that regulates communications of this group of people with others and to describe the methodological approach that was used to achieve this. Materials and Methods In this qualitative study, two dyads consisting of a person with severe or profound intellectual and multiple disability and a teacher or carer were filmed as they engaged in school‐based activities. Two 1‐hour videotapes were transcribed and analysed using grounded theory. Results Attuning was identified within the theory proposed here as a central process that calibrates and regulates communication. Conclusion Attuning is conceptualized as a bidirectional, dyadic communication process. Understanding this process may support more effective communication between people with severe or profound intellectual and multiple disability and their interaction partners.

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Interaction between persons with profound intellectual and multiple disabilities and their partners: A literature review

Cited by 89 publications

References 39 publications

Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay

Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay

Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities

Attuning: A Communication Process between People with Severe and Profound Intellectual Disability and Their Interaction Partners

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