Interactional patterns between staff and clients with borderline to mild intellectual disabilities

Reuzel, Ellen; Embregts, P.J.C.M.; Bosman, A.M.T.; Nieuwenhuijzen, M. van; Jahoda, Andrew

doi:10.1111/j.1365-2788.2011.01515.x

Cited by 13 publications

(15 citation statements)

References 28 publications

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“…This supports literature that these qualities are not naturally present in all individuals (Culham ; Reuzel et al . ; Kellett ; Nind & Powell ; Healy & Walsh ). The Intensive Interaction course was highly useful within the workplace.…”

Section: Discussionmentioning

confidence: 99%

“…The literature provides substantial evidence to suggest behavioural elements such as patience, empathy and adapting communication style are not naturally present in all carers (Culham ; Reuzel et al . ; Kellett ; Nind & Powell ; Healy & Walsh ). More importantly, these behaviours may not be exercised consistently or confidently enough to produce or maintain the desired effect (Watson & Fisher ).…”

Section: Introductionmentioning

confidence: 99%

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Teaching intensive interaction to paid carers: using the ‘communities of practice’ model to inform training

Rayner

Bradley

Johnson

et al. 2014

Brit J Learn Disabil

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Accessible summary This research project is about Intensive Interaction. Intensive Interaction is a way of communicating with people who have severe and profound learning disabilities and can be used with people who do not communicate with words. We asked three paid carers that trained in Intensive Interaction about their experience and how training had changed their work with people with learning disabilities. This research project matters to people with learning disabilities because it tries to find out the best way to train people to do this work. This could help make services better for everyone. SummaryThe engagement of people with learning disabilities in social communication is crucial to the development of relationships with others, a sense of social inclusion and self-worth. Intensive Interaction is an approach that can help carers develop their skills to engage people with severe and profound learning disabilities in personally relevant communication. Carers learn techniques by attending workshops offered by health and social care professionals, and this study seeks to explore the impact of one such training programme. This study used interpretative phenomenological analysis to explore the lived experience of Intensive Interaction training and practice of three paid carers who worked with people with learning disabilities. Three superordinate themes emerged from the analysis: 'Investment', 'Outcomes' and 'Challenges'. Results suggest that participants had an overwhelmingly positive experience in learning and using Intensive Interaction and that coaching, supervision and support were vital. The clinical and practical implications for this are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching intensive interaction to paid carers: using the ‘communities of practice’ model to inform training

Rayner

Bradley

Johnson

et al. 2014

Brit J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…Perinbanayagam (2003) adds that greater involvement in the interaction and mutuality of parties leads to favorable judgments of credibility and attractiveness of messages that are exchanged. Another study by Reuzel et al (2013) revealed that individuals that are highly involved in an interaction, recall more factual information and argument content from conversations. They also present more logical arguments, process more information, are better at adjusting their behaviors in relation to the messages, and can easily accomplish conversational goals.…”

Section: Literature Review On the Relationship Between Variablesmentioning

confidence: 99%

Information Adequacy and Strategic Behavioral Change Communication as a Pandemic Management Tool: The Mediating Role of Interaction Resonance

Bashir

Nangoli

Musaasizi

et al. 2021

International Journal of Business Communication

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A strategic approach to behavioral change communication streamlines communication processes of a health institution in a crisis setting like COVID-19 pandemic. In such a setting, it is important to focus communication efforts to reach the different audience groups and ensure common understanding and willingness to act by all the groups in order to achieve the institution’s mission of curbing the pandemic. This study contributes to these efforts by examining the mediating effect of interaction resonance in the relationship between information adequacy and strategic behavioral change communication. The study adopted a cross sectional survey design that involved collecting quantitative data from 223 health organizations of Uganda’s health sector in the different regions of the country. In order to test the study hypotheses, the study used Structural Equation Modeling of AMOS and the bootstrapping approach to test the mediating role of interaction resonance. The results revealed that interaction resonance fully mediates in the relationship between information adequacy and strategic behavioral change communication. This implied that having adequate information per say, does not cause behavioral change among the intended message recipients but requires a communication system that enables high quality interactions.

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“…Earlier research found that direct support staff were not always prepared sufficiently to provide skilful communication support for the wide range of individual needs they encountered in their work (see Bradshaw, 2001; McConkey et al , 1999). Not restricted to individuals with more complex needs, disparities in the communication process between staff and individuals with borderline-mild learning disabilities have been reported, affecting the synchrony of verbal and non-verbal aspects (Reuzel et al , 2013a) and the pattern of turn occupation by staff where direct questions dominated and there was neglect of some spontaneous contributions by service users (Reuzel et al , 2013b). Dalton and Sweeney (2013) reported that whilst support staff acknowledged the importance of good communicative support to the improved quality of life amongst people with learning disabilities, they also recognised their own lack of knowledge and poor availability of specific resources as problematic.…”

Section: Bi-directional Influencesmentioning

confidence: 99%

Commentary on “promoting positive communication environments: a service evaluation”: the communication partnership as a focus for change

Bunning

2018

TLDR

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Purpose: This article debates the complexities of intervening with adults with learning disabilities and support staff in the natural environment and the challenges of evaluating change. Approach: A critical review of the relevance and amenability of communication partnerships for interventions that promote communication growth in context was carried out. Particular consideration was given to the mechanism for change and implications for research design. Findings: The communication partnership is a reasonable focus for interventions aiming to promote the communication of adults with learning disabilities. Combining instructional training with in situ coaching appears to provide the most effective approach. Bringing about change within the dynamic context of communication is challenging and may benefit from an open, investigative design. Originality: This paper synthesises the available evidence on intervening in the communication environment and debates the potential of realist evaluation as a context-focused research design. Harding et al reported an evaluation of a service-based, intervention that enskilled support staff to facilitate communication with adults with learning disabilities. A dynamic process, communication occurs within the social space occupied by people, such as residential, day and educational settings, where information is shared, relationships develop, and interactions proliferate for multiple purposes. Thus the natural environment where communication actually happens, referred to as the communication environment, would seem to be an appropriate place to bring about change to the experiences of adults with learning disabilities and the social opportunities available to them. Back in the nineties, Ware (1996, p.1) summarised the good communication environment as one where '…people get responses to their actions, get the opportunity to give responses to the actions of others, and have the opportunity to take the lead in interaction'. Thus, the communication relationships experienced by individuals and the people who support them, referred to as communication partners, are of interest. Bi-directional influences The communication process is subject to bi-directional influences. Any difficulties that arise in communication do not derive solely from people with learning disabilities, but rather are viewed as outcomes of the interactional process (Nind et al., 2001). The competencies that each person brings to a partnership are mutually influential: the contributions of one affects the other, and vice versa. Around twenty years ago, Kagan (1998, p.817) captured the communication partnership as an 'equation' made up of the skills and experiences of the participants and the availability and use of resources. Where differences exist between the interactants, the equation is susceptible to imbalance, with the locus of control likely to be centred

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Interactional patterns between staff and clients with borderline to mild intellectual disabilities

Cited by 13 publications

References 28 publications

Teaching intensive interaction to paid carers: using the ‘communities of practice’ model to inform training

Teaching intensive interaction to paid carers: using the ‘communities of practice’ model to inform training

Information Adequacy and Strategic Behavioral Change Communication as a Pandemic Management Tool: The Mediating Role of Interaction Resonance

Commentary on “promoting positive communication environments: a service evaluation”: the communication partnership as a focus for change

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