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Penninga W, Hendriks AHC, van Bakel HJA, Embregts PJCM. A behavioural description of meaningful moments of interaction between people with profound intellectual disabilities and support staff. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13245. [PMID: 38770887 DOI: 10.1111/jar.13245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 03/14/2024] [Accepted: 04/24/2024] [Indexed: 05/22/2024]
Abstract
BACKGROUND It can be challenging for support staff to develop meaningful moments of interaction with people with profound intellectual disabilities. Gathering information on observable behaviour characterising such meaningful moments is expected to be beneficial. METHOD Three staff-client dyadic interactions were videotaped for 30 min. During reviewing the recording, staff members indicated which moments of interaction they experienced as meaningful. Per dyad, one meaningful moment was microanalytically coded via a developed coding system, and behaviourally described. RESULTS The coding system reliably coded behaviour at the micro level. Exploratory results indicated that looking, movement and touching were most shown, and that staff displayed this behaviour more frequently than their clients. Both exhibited behaviours substantially more often during meaningful moments than at their onset. DISCUSSION People with profound intellectual disabilities are more engaged during meaningful moments of interaction compared to at their onset. In daily practice, cultivating circumstances increasing their involvement is important.
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Affiliation(s)
- Wieneke Penninga
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
- Amerpoort, Baarn, The Netherlands
| | - Alexander H C Hendriks
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
- School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University, Nijmegen, The Netherlands
| | - Hedwig J A van Bakel
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
| | - Petri J C M Embregts
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
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Canossa Dias J, Mineiro A, Damen S. A new intervention to prevent social isolation in people with complex communication needs. Sci Rep 2024; 14:12742. [PMID: 38830956 PMCID: PMC11148034 DOI: 10.1038/s41598-024-63519-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Accepted: 05/29/2024] [Indexed: 06/05/2024] Open
Abstract
While implementing communication interventions, practitioners follow diverse theoretical models. Different conceptual orientations influence the way professionals embrace the subject of communication and its disorders. This research project explores the co-creation and validation of a new model and intervention program to analyze and improve communication between persons with Complex Communication Needs and their caregivers. The methodology incorporated a comprehensive narrative review, as foundation for the new model and intervention proposal. Succeeding this stage, the team implemented an online Delphi Panel to improve and validate these results, involving 17 international renowned experts. Following the Appropriateness Method, 25 indications were subject to scrutiny and rated as appropriate with minimal values of disagreement among the evaluators. Qualitative feedback was used to improve the research products. Quality assurance measures were taken to ensure quality and transparency of the results. A new conceptual framework of atypical interpersonal communication and intervention program result from the investigation. The new model is inspired by the Transactional model and principles of Dialogism. The intervention consists of consultations with caregivers, using video analysis and a dialogical methodology to enhance communication. The next research phase is to pilot-test the intervention program with clinicians supporting persons with disability at risk of social isolation.
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Affiliation(s)
- João Canossa Dias
- Department of Rehabilitation and Inclusion, ARCIL, 3200-065, Lousã, Portugal.
- Institute of Health Sciences, Portuguese Catholic University, 1649-023, Lisboa, Portugal.
| | - Ana Mineiro
- Institute of Health Sciences, Portuguese Catholic University, 1649-023, Lisboa, Portugal
- Center for Interdisciplinary Research in Health (CIIS), 1649-023, Lisboa, Portugal
| | - Saskia Damen
- Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, 9700 AB, The Netherlands
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Rensfeld Flink A, Thunberg G, Nyman A, Broberg M, Åsberg Johnels J. Augmentative and alternative communication with children with severe/profound intellectual and multiple disabilities: speech language pathologists' clinical practices and reasoning. Disabil Rehabil Assist Technol 2024; 19:962-974. [PMID: 36327995 DOI: 10.1080/17483107.2022.2137252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 10/07/2022] [Accepted: 10/12/2022] [Indexed: 11/06/2022]
Abstract
PURPOSE Augmentative and alternative communication (AAC) is recommended to be included in communication interventions directed at children/youth with severe/profound intellectual and multiple disabilities (S/PIMD). Even so, the evidence base for AAC practices with children with S/PIMD is limited. Also, little is known about how frequently AAC is implemented with this target group, which AAC tools and methods are applied, and the related clinical reasoning of speech-language pathologists (SLPs). This study aimed to explore SLPs' beliefs, clinical reasoning and practices in relation to AAC implementation with children/youth with S/PIMD. MATERIALS AND METHODS In this sequential, mixed-methods study, 90 SLPs working with children with disabilities within habilitation services in Sweden participated in an online survey. The survey answers were statistically analysed. Subsequently, focus group data were collected from seven SLPs and analysed using thematic analysis. RESULTS AND CONCLUSIONS Despite AAC being highly prioritized, SLPs found it challenging and complex to implement with this target group. A wide variety of AAC methods and tools were considered and implemented. Clinical decision-making was a balancing act between competing considerations and was mainly guided by the SLPs' individual, clinical experiences. The resources, engagement and wishes of the social network surrounding the child were considered crucial for clinical decision-making on AAC. Implications for research and practice are discussed.Implications for rehabilitationSpeech-language pathologists (SLPs) seemingly find a wide variety of Augmentative and Alternative Communication (AAC), ranging from unaided methods to assistive technology of various complexity, to be potentially suitable for children/youth with severe/profound intellectual and multiple disabilities (S/PIMD).The motivation and preferences of the social network surrounding the child with S/PIMD seem to influence SLPs' clinical decision-making on AAC to a high degree. Sometimes this may be considered an even more important factor than the abilities of the child.SLPs' clinical decision-making on AAC for children/youth is guided by their individual, clinical experience to a high degree.An increase in family oriented AAC intervention research targeting individuals with S/PIMD could potentially strengthen the association between research and the current, experience-based clinical practice.
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Affiliation(s)
- Anna Rensfeld Flink
- Speech and Language Pathology Unit, Department of Health and Rehabilitation, University of Gothenburg, Gothenburg, Sweden
- Habilitation & Health, Region Västra Götaland, Vänersborg, Sweden
| | - Gunilla Thunberg
- Speech and Language Pathology Unit, Department of Health and Rehabilitation, University of Gothenburg, Gothenburg, Sweden
- DART Centre for AAC and AT, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Anna Nyman
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
- Habilitation & Health, Stockholm, Sweden
| | - Malin Broberg
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Speech and Language Pathology Unit, Department of Health and Rehabilitation, University of Gothenburg, Gothenburg, Sweden
- Gillberg Neuropsychiatry Centre, University of Gothenburg, Gothenburg, Sweden
- Child Neuropsychiatric Clinic, Sahlgrenska University Hospital, Gothenburg, Sweden
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Bos GF, van Wingerden E, Sterkenburg PS. The effectiveness of the use of a technology toolkit on activities and mother-child interactions: children with complex care needs. Disabil Rehabil Assist Technol 2023:1-12. [PMID: 38112320 DOI: 10.1080/17483107.2023.2293870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Accepted: 12/06/2023] [Indexed: 12/21/2023]
Abstract
PURPOSE Meaningful interactions with significant others are crucial for children's well-being, including those with severe to profound intellectual and multiple disabilities. This study aimed to gain more insight into the potential of an ICT-Toolkit in enhancing or contributing to the interaction between parents and their children with complex care needs. METHODS A multiple case study with an AB experimental design was conducted. Four mother-child dyads were observed during eight two-and-a-half-hour home visits. Children between 6 and 16 years with severe to profound intellectual and multiple disabilities were included. A participatory research observation approach was used. RESULTS Using the ICT-Toolkit compared to the baseline phase stimulated a decrease in the repetitive activities of two of the four dyads. Overall, the activity repertoire of the children and the length of time being engaged in individual activities increased, and the activities together increased in three of the dyads. There were more turn-taking interactions; the children took more initiative to engage their mother in their activity, and the children exhibited more affection when engaging with the ICT-Toolkit items. Three mothers followed their children more in their play, and all mothers were more verbally and physically active in instructing and/or motivating their children. DISCUSSION All mothers noticed their child's "new" behaviour when interacting with an ICT-Toolkit item. The mothers followed the child's lead when engaged with the ICT-Toolkit. The ICT-Toolkit's added effect may be due to the predictability, uncomplicated and highly perceivable stimuli it provides with minimal effort and maximum effect.
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Affiliation(s)
- G F Bos
- Department of Care Ethics, University of Humanistic Studies, Utrecht, Netherlands
| | - E van Wingerden
- Clinical Child and Family Studies and Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
- Department of Assessment and Treatment, Bartiméus, Netherlands
| | - P S Sterkenburg
- Clinical Child and Family Studies and Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
- Department of Assessment and Treatment, Bartiméus, Netherlands
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Dhondt A, Van keer I, Ceulemans E, van der Putten A, Maes B. Describing the communicative profiles of young children with a significant cognitive and motor developmental delay. Augment Altern Commun 2022:1-12. [DOI: 10.1080/07434618.2022.2138780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Affiliation(s)
- Ann Dhondt
- Faculty of Psychological and Educational Sciences, Catholic University of Leuven, Leuven, Belgium
| | - Ines Van keer
- Faculty of Psychological and Educational Sciences, Catholic University of Leuven, Leuven, Belgium
| | - Eva Ceulemans
- Faculty of Psychological and Educational Sciences, Catholic University of Leuven, Leuven, Belgium
| | - Annette van der Putten
- Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, The Netherlands
| | - Bea Maes
- Faculty of Psychological and Educational Sciences, Catholic University of Leuven, Leuven, Belgium
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Van Keer I, Dhondt A, Van der Putten A, Maes B. Lessons learned: A critical reflection on child- and contextual variables related to the development of children with a significant cognitive and motor developmental delay. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 120:104142. [PMID: 34875547 DOI: 10.1016/j.ridd.2021.104142] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 11/26/2021] [Accepted: 11/30/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The scientific study of young children with a significant cognitive and motor developmental delay is challenging due to the children's complex disabilities and high demands on family life and professional support. We aim to critically reflect on the measurement and analysis of child- and contextual variables within an ongoing research project on these children's developmental trajectories. METHOD The OJKO-project tracked the development of a sample of children (n = 45) between the age of 6 months and 4 years with a significant cognitive and motor developmental delay, in Belgium and the Netherlands. RESULTS The complexity of the children's disabilities and daily life context, and subsequent challenges in measurement and analysis of variables, were confirmed and reflected upon. CONCLUSIONS Due to the uniqueness and complexity of this target group, research should be characterized by creativity, perseverance and substantial modesty in the immediate generalization of results.
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Affiliation(s)
- Ines Van Keer
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, box 3765, 3000 Leuven, Belgium.
| | - Ann Dhondt
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, box 3765, 3000 Leuven, Belgium
| | - Annette Van der Putten
- University of Groningen, Faculty of Behavioural and Social Sciences, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands
| | - Bea Maes
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, box 3765, 3000 Leuven, Belgium
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