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Kei N, Hassiotis A, Royston R. The effectiveness of parent-Child observation in parent-Mediated programmes for children with developmental disabilities and externalizing disorders: A systematic review and meta-analysis. Clin Child Psychol Psychiatry 2024; 29:713-736. [PMID: 37748447 DOI: 10.1177/13591045231203097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/27/2023]
Abstract
This systematic review evaluated the treatment effects of communication-focused parent-mediated interventions (CF-PMT), a form of intervention that involves therapists observing parent-child interactions and giving feedback to parents on how they can practice positive parenting strategies to prevent or reduce externalizing behaviours in children with developmental disabilities. A literature search was conducted on three electronic databases. To be included in the review, studies had to: evaluate CF-PMT where therapists give feedback after observing parent-child interactions; examine changes in externalizing behaviours amongst children with any forms of developmental disability; and adopt a randomised controlled trial study design. Fifteen studies met eligible criteria for the literature review, of those, 13 studies had available data on changes in the primary (child externalizing behaviours) and secondary outcomes (parental stress, child linguistic abilities and child social responsiveness). We found significant treatment effects for CF-PMT in reducing child externalizing behaviours (d = -.60) but not for any of the secondary outcomes. A sensitivity analysis showed a small but significant treatment effect for parental stress (d = -.18). Considerable bias was observed due to the lack of available information reported by studies on aspects measured by the Mixed Methods Appraisal Tool. Overall, we found evidence to support the benefits of complex interventions which incorporate direct parent-child observations and feedback to improve behavioural outcomes amongst children with developmental disabilities.
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Affiliation(s)
- Noel Kei
- University College London, London, UK
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2
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Leong H, Smidt A, Arthur-Kelly M, Campbell L. Structured observation and informant report assessments in intellectual disability: Reflections of qualified and student speech-language pathologists. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024:1-13. [PMID: 38444146 DOI: 10.1080/17549507.2023.2297651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
Abstract
PURPOSE The purpose of this study was to explore the perspectives of qualified and student speech-language pathologists (SLPs) on the clinical utility of informant report and observation tools following a 1-day workshop using a decision tree. METHOD Each participant group (qualified [n = 4] or student SLP [n = 8]) attended a 1-day workshop where they engaged with informant report and structured observation tools using video case studies. Each workshop concluded in a focus group conducted by an independent researcher. NVivo 12 software supported inductive coding and subsequent thematic analysis of transcribed data. RESULT Thematic analysis revealed that participants' perceptions of tools' clinical utility could be conceptualised as three themes (a) tool characteristics, (b) external clinical work demands, and (c) clinician preparedness. CONCLUSION Participants' views on the utility of informant report and structured observation were influenced by tensions between their desires, the realities of clinical practice, and their own capabilities. This has implications for workforce development in the field in providing clinician guidance, training, and support.
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Affiliation(s)
- Hannah Leong
- Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
| | - Andy Smidt
- Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
| | | | - Lani Campbell
- Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
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Ware J, Buell S, Chadwick DD, Bradshaw J, Goldbart J. A systematic review of research on staff training as an intervention to develop communication in children and adults with profound intellectual and multiple disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13201. [PMID: 38332474 DOI: 10.1111/jar.13201] [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: 12/20/2022] [Revised: 12/15/2023] [Accepted: 12/19/2023] [Indexed: 02/10/2024]
Abstract
INTRODUCTION This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. METHODS A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of staff training interventions to enhance the communication of people with profound intellectual and multiple disabilities were included. Databases Scopus, Web of Science, Proquest, Linguistics and Language Behaviour Abstracts (LLBA) and Medline were searched in July 2015 and updated in December 2022. Quality appraisal was conducted on 13 studies using Crowe's Critical Appraisal Tool (CCAT). RESULTS Few good quality evaluations of interventions were found. Challenges to research rigour included the diversity of people with profound intellectual and multiple disabilities, small sample sizes, intervention intensity and the management of fidelity. CONCLUSIONS Manualised and bespoke interventions showed promise in improving staff communication and responsiveness.
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Affiliation(s)
- Jean Ware
- School of Educational Sciences, Bangor University, Bangor, Wales
| | - Susan Buell
- School of Health Sciences, University of Dundee, Dundee, Scotland
| | - Darren D Chadwick
- School of Psychology, Liverpool John Moores University, Liverpool, England
| | - Jill Bradshaw
- Tizard Centre, University of Kent, Canterbury, England
| | - Juliet Goldbart
- Department of Psychology, Manchester Metropolitan University, Manchester, England
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Doodeman TWM, Schuengel C, Sterkenburg PS. Effects of the Attune & Stimulate-checklist for caregivers of people with severe and profound intellectual disabilities: A randomised controlled trial. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:1136-1149. [PMID: 37365773 DOI: 10.1111/jar.13135] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 03/23/2023] [Accepted: 06/12/2023] [Indexed: 06/28/2023]
Abstract
BACKGROUND Sensitive responsiveness is an important aspect in affect-regulation of people with severe to profound intellectual disabilities. AIM This randomized controlled trial evaluated the Attune & Stimulate-checklist, a tool for detecting subtle and idiosyncratic communicative behaviours and responding adequately. METHODS Effects on the sensitive responsiveness of professional caregivers and the arousal and valence of adults with severe to profound intellectual disabilities were investigated. Video recordings of 102 interactions were analysed with several observation instruments. RESULTS Although no significant effect was found on the checklist-suggestions of responsive behaviours (d = 0.33, p = .052), the intervention increased caregivers' sensitive responsive and affective behaviour (d = 0.94 - 1.10, p < .001) and clients' optimal arousal (d = 0.48, p = .019) and interactive engagement (d = 0.40 - 0.48, p = .018 - .050). CONCLUSION This low-intensity intervention had a medium to large immediate effect on the interaction. Future research should investigate medium- and long-term effects.
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Affiliation(s)
- Tanja W M Doodeman
- Faculty of Behavioural and Movement Sciences, Department of Clinical Child and Family Studies & Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Carlo Schuengel
- Faculty of Behavioural and Movement Sciences, Department of Clinical Child and Family Studies & Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Paula S Sterkenburg
- Faculty of Behavioural and Movement Sciences, Department of Clinical Child and Family Studies & Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Department of Assessment and Treatment, Bartiméus, Doorn, The Netherlands
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5
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Rinaldi R, Duplat J, Kahwaji C, Wauthia E, Willaye E, Batselé E. Attachment behaviours in adults with intellectual disabilities in assisted living facilities: representations from direct-care staff. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2023; 67:869-879. [PMID: 37344933 DOI: 10.1111/jir.13062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 05/25/2023] [Accepted: 05/26/2023] [Indexed: 06/23/2023]
Abstract
BACKGROUND Studies on individuals with intellectual disabilities (IDs) indicate that primary care staff are potential attachment figures. Therefore, the ability to interpret and respond to attachment behaviours with sensitivity is crucial for professionals working with adults with IDs. However, little is known regarding representations and understanding of these attachment behaviours among professionals. This study investigated the representations of attachment behaviours among adults with IDs, as observed and interpreted by direct-care staff in assisted living facilities. METHODS Semi-structured interviews were conducted with 19 support workers in seven assisted living facilities in the French community of Belgium. A thematic content analysis was performed. RESULTS Professional discourse elicited various forms of attachment behaviours that were sometimes considered challenging. Staff reported difficulties in finding a balance between supporting selective attachment and maintaining 'the right distance' to prevent a negative impact on their work conditions. CONCLUSIONS This study gives insight to how using an attachment-informed framework may provide a new perspective on behaviours of adults with IDs in assisted living facilities, as well as the need to offer professionals the opportunity to reflect upon their practices in relation to this dimension.
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Affiliation(s)
- R Rinaldi
- Department of Clinical Orthopedagogy, Faculty of Psychology and Educational Sciences, University of Mons, Mons, Belgium
| | - J Duplat
- Department of Clinical Orthopedagogy, Faculty of Psychology and Educational Sciences, University of Mons, Mons, Belgium
| | - C Kahwaji
- Department of Clinical Orthopedagogy, Faculty of Psychology and Educational Sciences, University of Mons, Mons, Belgium
| | - E Wauthia
- Association for Innovation in Orthopedagogy, University of Mons, Mons, Belgium
| | - E Willaye
- Department of Clinical Orthopedagogy, Faculty of Psychology and Educational Sciences, University of Mons, Mons, Belgium
- Service Universitaire Spécialisé pour personnes avec Autisme (SUSA), Mons, Belgium
| | - E Batselé
- Department of Clinical Orthopedagogy, Faculty of Psychology and Educational Sciences, University of Mons, Mons, Belgium
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Veerman LKM, Willemen AM, Derks SDM, Brouwer-van Dijken AAJ, Sterkenburg PS. The effectiveness of the serious game "Broodles" for siblings of children with intellectual disabilities and/or visual impairment: study protocol for a randomized controlled trial. Trials 2023; 24:336. [PMID: 37198687 DOI: 10.1186/s13063-023-07358-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 05/05/2023] [Indexed: 05/19/2023] Open
Abstract
BACKGROUND Siblings of children with disabilities also need support. However, there are only a few evidence-based interventions for these siblings. The current study aims to assess the effectiveness of a newly developed serious game for young siblings of children with intellectual disability (ID) and/or visual impairment (VI). This serious game is hypothesized to improve sibling's quality of life, adjustment to their brother's or sister's disability, and multiple aspects of psychosocial well-being. METHODS The intervention consists of a serious game called "Broodles" (in Dutch: "Broedels") that helps children to recognize and deal with thoughts, feelings, and difficult situations. The game consists of eight 20-minute levels that all have the same structure with eight game elements. Each level addresses a domain of sibling quality of life and combines animations, mini-documentaries, fun mini-games, and multiple-choice questions. In addition to the game, siblings make a worksheet after playing each level. In order to support the child, the parents or caregivers receive a short brochure with information and tips. The effectiveness of the intervention will be investigated among a sample of 154 children aged 6-9 years and their parents or caregivers, using a two-arm parallel RCT design. The experimental group will play the serious game "Broodles" over a period of 4 weeks, whereas the control group will be placed on a waiting list. Assessments will take place at three time points: pre-test (week 1), post-test (week 5), and follow-up (weeks 12-14). At each timepoint, children and parents will complete several questionnaires on quality of life and different aspects of psychosocial well-being. In addition, children will make drawings to assess the sibling relationship. Next to that, parents and children will answer closed and open-ended questions about the sibling adjustment to their brother or sister's disability. Finally, parents and children will evaluate the serious game through closed and open-ended questions. DISCUSSION This study contributes to the knowledge about sibling interventions and serious games. Additionally, if the serious game is proven to be effective, it will be a readily available, easily accessible, and free of charge intervention for siblings. TRIAL REGISTRATION ClinicalTrials.gov, NCT05376007, registered prospectively on April 21, 2022.
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Affiliation(s)
- Linda K M Veerman
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands.
| | - Agnes M Willemen
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands
| | - Suzanne D M Derks
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands
| | | | - Paula S Sterkenburg
- Department of Clinical Child and Family Studies; LEARN!; Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, Van der Boechorststraat 7, 1081 BT, the Netherlands
- Bartiméus, Doorn, Oude Arnhemse Bovenweg 3, 3941 XM, the Netherlands
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O'Rourke DJ, Lobchuk MM, Thompson GN, Lengyel C. Connecting Through Conversation: A Novel Video-Feedback Intervention to Enhance Long-Term Care Aides' Person-Centred Dementia Communication. Gerontol Geriatr Med 2022; 8:23337214221101266. [PMID: 35586298 PMCID: PMC9109488 DOI: 10.1177/23337214221101266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 04/05/2022] [Accepted: 05/01/2022] [Indexed: 11/21/2022] Open
Abstract
Objective To pilot test a novel communication intervention incorporating a video-feedback
component on the person-centred dementia communication skills of long-term care
aides. Methods Effectiveness was assessed using a single group pre-test/post-test design. 11 care
aide-resident dyads participated in the study. Objective outcomes included provider
statements demonstrating linguistic (i.e., reciprocity, clarity/coherence, and
continuity categories) and relational elements of person-centred dementia communication,
measured via video-recorded observations of usual care interactions. Subjective outcomes
of care aide communication confidence/competence, satisfaction with the resident
relationship, relationship closeness, and self-reflection at work were measured using
self-report questionnaires. Results In respect to observed person-centred dementia communication skills, there was an
increase in the use of linguistic statements in the reciprocity and continuity
categories, as well as total linguistic statements overall. Relational statements and
overall person-centred dementia communication (i.e., linguistic plus relational
strategies) increased. Care aide-reported communication confidence and competence,
relationship closeness with the resident, and self-reflection at work also increased
after the communication intervention. Discussion The communication intervention showed promise as an effective approach to enhance
person-centred dementia communication behaviours in care aides. These results support
undertaking a larger trial to examine the intervention’s effectiveness more
fulsomely.
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Affiliation(s)
- Deanne J O'Rourke
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Michelle M Lobchuk
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Genevieve N Thompson
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Christina Lengyel
- Department of Food and Human Nutritional Sciences, Faculty of Agricultural & Food Sciences, University of Manitoba, Winnipeg, MB, Canada
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Finn LL. Improving interactions between parents, teachers, and staff and individuals with developmental disabilities: a review of caregiver training methods and results. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2020; 66:390-402. [PMID: 34150201 PMCID: PMC7942771 DOI: 10.1080/20473869.2020.1830460] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 09/14/2020] [Accepted: 09/21/2020] [Indexed: 06/12/2023]
Abstract
Individuals with developmental disabilities (DD) depend on caregivers to meet physical, emotional, and social needs. This makes relationships with caregivers particularly important to quality of life. Without intervention, social interactions may be limited and ineffective, affecting relationships with caregivers and thus quality of life for individuals with DD. Training may improve interactions between caregivers and individuals with DD. Training content and methods, however, are heterogenous. A review was conducted to identify common elements and methods and analyze variables shown to be most effective in improving outcomes for caregivers and individuals with DD. In general, studies of professional caregiver training (e.g. teachers, staff members) focused primarily on increasing positive interactions or praise, while parent training studies focused more broadly on parenting skills, of which positive interaction was one facet. Training methods differed, but there was some evidence to suggest that those studies that included some element of in situ practice and feedback yielded more robust effects. While caregiver acceptability and/or satisfaction surveys were administered in the majority of studies, fewer studies attempted to measure the satisfaction of individuals with DD. Future research topics are presented in light of these findings.
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Affiliation(s)
- Lori L. Finn
- Esteves School of Education, Russell Sage College, Troy, NY, USA
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9
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O'Rourke DJ, Lobchuk MM, Thompson GN, Lengyel C. Video feedback: A novel application to enhance person-centred dementia communication. Int J Nurs Pract 2020; 26:e12820. [PMID: 32074398 DOI: 10.1111/ijn.12820] [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: 04/19/2019] [Revised: 07/27/2019] [Accepted: 01/06/2020] [Indexed: 11/29/2022]
Abstract
AIM A discussion of the use of video feedback as an effective and feasible method to promote person-centred communication approaches within dementia care and long-term care. BACKGROUND Effective strategies to integrate person-centred approaches into health care settings have attracted global attention and research in the past two decades. Video feedback has emerged as technique to enhance reflective learning and person-centred practice change in some care settings; however, it has not been tested in the context of person-centred dementia communication in long-term care. DESIGN Discussion paper. DATA SOURCES Articles dating from 1995 to 2018 retrieved via searches of the SCOPUS, CINAHL, MEDLINE and Cochrane Systematic Review databases. IMPLICATIONS FOR NURSING Inclusion of video feedback in a person-centred dementia communication intervention for nurses and other health care providers may effectively fill a gap evident in the literature. This intervention can offer feedback of enhanced quality and enduring impact on behaviour change relative to traditional training. CONCLUSION A critical review of empirical and theoretical evidence supports video feedback as a potential means to enhance person-centred communication within the context of dementia and long-term care. The promising benefits of video feedback present a novel research opportunity to pilot its use to enhance person-centred communication between nurses/health care providers and persons with dementia in long-term care.
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Affiliation(s)
- Deanne J O'Rourke
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Michelle M Lobchuk
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Genevieve N Thompson
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Christina Lengyel
- Department of Food and Human Nutritional Sciences, University of Manitoba, Winnipeg, Manitoba, Canada
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Wolthuis K, Bol GW, Minnaert A, Janssen MJ. Communication development from an intersubjective perspective: Exploring the use of a layered communication model to describe communication development in students with congenital deafblindness. JOURNAL OF COMMUNICATION DISORDERS 2019; 80:35-51. [PMID: 31075557 DOI: 10.1016/j.jcomdis.2019.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2018] [Revised: 03/13/2019] [Accepted: 04/22/2019] [Indexed: 06/09/2023]
Abstract
This exploratory study conducts a quantitative investigation on the communication development of students with congenital deafblindness (CDB). First, a layered communication model (LCM) is introduced, describing communicative behaviors based on three layers of intersubjective development for typically developing children (Bråten & Trevarthen, 2007). Subsequently, an analysis is made of how applicable the LCM is for children with CDB. Video recordings of four dyads of students with CDB with varying developmental ages and their teachers are coded using ten-second partial interval coding. The presence of LCM behaviors, the student and teacher contributions to communication, and the development over a half-year period are described and compared between dyads. The results reflected the developmental differences between dyads. At the primary layer, all behaviors occurred a comparable number of times between dyads, which confirms that this is a basic communication layer. Quantitative differences between dyads were encountered between and within the secondary and tertiary layers. Teacher contribution was higher for students with lower developmental ages compared to students with higher developmental ages. Also, teacher contribution was higher for the secondary and tertiary layer behaviors of the LCM compared to the primary layer behaviors. No increase was found in the behaviors over the half-year period. Results suggest that the LCM can be used to gain insight into the communication level of a dyad, hereby paving the way for intervention studies to improve communication development.
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Affiliation(s)
- Kirsten Wolthuis
- Faculty of Behavioral and Social Sciences, University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ, Groningen, the Netherlands.
| | - Gerard W Bol
- Faculty of Arts, University of Groningen, Neurolinguistics and Language Development, Oude Kijk in 't Jatstraat 26, 9712 EK, Groningen, the Netherlands.
| | - Alexander Minnaert
- Faculty of Behavioral and Social Sciences, University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ, Groningen, the Netherlands.
| | - Marleen J Janssen
- Faculty of Behavioral and Social Sciences, University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ, Groningen, the Netherlands.
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Bruce SM, Bashinski SM. The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2017; 26:162-180. [PMID: 28514472 DOI: 10.1044/2016_ajslp-15-0063] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2015] [Accepted: 09/09/2016] [Indexed: 06/07/2023]
Abstract
PURPOSE Individuals with severe disabilities are a diverse group of learners with complex communication needs. This article presents a synthesis of the literature addressing the five strategies of the trifocus framework, with its triadic structure of learner with disability, communication partner, and environment. The application of interprofessional collaborative practice (IPCP) to the implementation of trifocus framework communication strategies is emphasized. METHOD A literature search was conducted using Google Scholar and EBSCO to identify literature and research studies on IPCP and communication intervention for learners with severe disabilities, published 1994-2015, and then organized within the trifocus framework. The trifocus strategies are enhancing sensitivity, utilizing routines, increasing communication opportunities, modifying the communication environment, and augmenting input. Studies that included at least one participant with severe disabilities and their communication partners were considered. A secondary search was then conducted by reviewing the articles referenced in the original articles. CONCLUSION Effective IPCP in communication intervention considers the learner's characteristics, the knowledge and skills required of communication partners, and effective environmental arrangements to support communication. Future research should include clear participant descriptions, documentation of fidelity measures, and evidence of generalization to support professionals to know when findings are relevant to the individuals they serve.
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12
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Martens MAW, Janssen MJ, Ruijssenaars WAJJM, Huisman M, Riksen-Walraven JM. Fostering Emotion Expression and Affective Involvement with Communication Partners in People with Congenital Deafblindness and Intellectual Disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2016; 30:872-884. [PMID: 27554599 DOI: 10.1111/jar.12279] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/30/2016] [Indexed: 11/30/2022]
Abstract
BACKGROUND Recent studies have shown that it is possible to foster affective involvement between people with congenital deafblindness and their communication partners. Affective involvement is crucial for well-being, and it is important to know whether it can also be fostered with people who have congenital deafblindness and intellectual disabilities. METHODS This study used a multiple-baseline design to examine whether an intervention based on the Intervention Model for Affective Involvement would (i) increase affective involvement between four participants with congenital deafblindness and intellectual disabilities and their 13 communication partners and (ii) increase the participants' positive emotions and decrease their negative emotions. RESULTS In all cases, dyadic affective involvement increased, the participants' very positive emotions also increased and the participants' negative emotions decreased. CONCLUSION The results indicate that communication partners of persons with congenital deafblindness and intellectual disabilities can be successfully trained to foster affective involvement.
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Affiliation(s)
- Marga A W Martens
- Royal Dutch Kentalis, Sint-Michielsgestel, The Netherlands.,University of Groningen, Groningen, The Netherlands
| | - Marleen J Janssen
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, The Netherlands.,Kentalis Deafblindness Center of Excellence, Royal Dutch Kentalis, Sint-Michielsgestel, The Netherlands
| | - Wied A J J M Ruijssenaars
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, The Netherlands
| | - Mark Huisman
- Department of Sociology, University of Groningen, Groningen, The Netherlands
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Damen S, Janssen MJ, Ruijssenaars WAJJM, Schuengel C. Intersubjectivity effects of the high-quality communication intervention in people with deafblindness. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2015; 20:191-201. [PMID: 25722475 DOI: 10.1093/deafed/env001] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
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Silverman M. Observing women caregivers' everyday experiences: new ways of understanding and intervening. JOURNAL OF GERONTOLOGICAL SOCIAL WORK 2014; 58:206-222. [PMID: 24999610 DOI: 10.1080/01634372.2014.939384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
This article discusses the practice implications of videographic research examining the everyday lived experiences of 5 women family caregivers of older adults with chronic illness. The women's nonverbal expressions and gestures revealed how caregiving is accomplished and lived on a daily basis, in particular through emotion and body management, abnegation, and performance. The findings from this microethnographic study suggest that observing women caregivers' everyday experiences can open new avenues for holistic intervention with this population. Observing nonverbal cues can offer a way for practitioners to better understand women caregivers' realities, to question their practice, and to adapt their interventions accordingly.
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Bloeming-Wolbrink KA, Janssen MJ, Ruijssenaars WAJJM, Menke R, Riksen-Walraven JM. Effects of changes in life circumstances on interaction and communication in adults with congenital deafblindness and an intellectual disability. BRITISH JOURNAL OF VISUAL IMPAIRMENT 2014. [DOI: 10.1177/0264619614558429] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study examined the effects of the first 2 years of the ongoing Project CHANGE, aimed at improving interaction and communication in adults with congenital deafblindness (CDB) and an intellectual disability (ID). Six adults with no history of deafblind education participated in this study. These first 2 years of CHANGE involved an improvement in living conditions, including a transition to a new group home and interactions with specialized caregivers. Video recordings and file information were used to measure interaction and communication during baseline (T0) and two subsequent periods (T1 and T2). The results show an improvement in interaction: attention by the caregiver, confirmation by the caregiver, and affective involvement all improved. An improvement was also shown in the participants’ level of expressive communication and in the variety of their communicative behaviors. The improvements over time emphasize the need for a specific approach for persons with CDB and an ID.
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Affiliation(s)
| | - Marleen J Janssen
- University of Groningen, The Netherlands; Royal Dutch Kentalis, The Netherlands
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Forster S, Iacono T. The nature of affect attunement used by disability support workers interacting with adults with profound intellectual and multiple disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2014; 58:1105-1120. [PMID: 24266858 DOI: 10.1111/jir.12103] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/01/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND The interactions experienced by adults with profound intellectual and multiple disabilities (PIMD) with their disability support workers (DSWs) may have a large impact on life quality. However, defining good-quality interaction has presented challenges for this group. It has been suggested that in typically developing infant-mother dyads, the presence of affect attunement may be an indicator of quality. Affect attunement refers to the recasting of one person's affect by another with emphasis. METHOD The presence and nature of affect attunement in interactions between 21 pairs of adults with PIMD and their DSWs were explored in this study. Natural interactions were videorecorded for 21 pairs of adults with PIMD and their DSWs. The recordings were analysed for the presence and nature of affect attunement incidents, and analysed using descriptive statistics. RESULTS Affect attunement incidents were observed in 16 of the pairs. The DSW's attunement behaviour was in response to subtle, short duration behaviours of participants with PIMD. CONCLUSION These brief moments of connection may be a basis of good-quality interaction.
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Affiliation(s)
- S Forster
- Centre for Developmental Disability Health Victoria, Monash University, Notting Hill, Vic., Australia
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Goldbart J, Chadwick D, Buell S. Speech and language therapists' approaches to communication intervention with children and adults with profound and multiple learning disability. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2014; 49:687-701. [PMID: 24925590 DOI: 10.1111/1460-6984.12098] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2013] [Accepted: 03/14/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND People with profound intellectual and multiple disabilities (PMLD) have communication impairments as one defining characteristic. AIMS To explore speech and language therapists' (SLTs) decision making in communication interventions for people with PMLD, in terms of the intervention approaches used, the factors informing the decisions to use specific interventions and the extent to which the rationales underpinning these decisions related to the components of evidence based practice (EBP), namely empirical evidence, clinical experience and client/carer views and values. METHODS & PROCEDURES A questionnaire on communication assessment and intervention for people with PMLD was sent to SLTs in the UK to elicit information on: the communication intervention approaches they used; their rationales for their intervention choices; their use of published evidence to inform decision making. OUTCOMES & RESULTS Intensive interaction and objects of reference were the communication interventions most often used with people with PMLD, with some differences between children and adults evident. Rationales provided conformed somewhat to the EBP framework though extension of the existing framework and addition of practical and organizational considerations led to a revised typology of rationale for decision making. Rationales most frequently related to the empowerment, development and behavioural preferences of the person with PMLD. CONCLUSIONS & IMPLICATIONS Empirical research evidence was seldom mentioned by SLTs as informing intervention decision making leading to very diverse practice. There is a need for further research on the effectiveness of commonly used but under-evaluated interventions. There is also a need to alert SLTs to the evidence base supporting other approaches, particularly switch-based, cause and effect approaches.
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Affiliation(s)
- Juliet Goldbart
- Research Institute in Health and Social Change, Faculty of Health, Psychology & Social Care, Manchester Metropolitan University, Manchester, UK
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Damen S, Janssen MJ, Huisman M, Ruijssenaars WAJJM, Schuengel C. Stimulating intersubjective communication in an adult with deafblindness: a single-case experiment. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2014; 19:366-384. [PMID: 24688067 DOI: 10.1093/deafed/enu006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Sensory disabilities may limit a person's development of intersubjectivity, that is, the awareness of self and other, which develops in conjunction with interpersonal communication. This study used intersubjectivity theory to test a new intervention called the High-Quality Communication (HQC) intervention for its effects on a young adult with congenital deafblindness and a developmental age of between 1.5 and 4 years. Three of his social partners were trained to support attunement and meaning making with him through education and video feedback. This study measured seven observation categories at three layers of intersubjective development during a baseline and two intervention phases: dyadic interaction, shared emotion, referential communication, meaning negotiation, shared meaning, declarative communication, and shared past experience. The participant's use of conventional communication was included as an additional category. Effects were observed in all observation categories from the baseline to the intervention phases. Further study of the effectiveness of the HQC intervention is recommended to test whether effects generalize across people and settings.
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Schuengel C, de Schipper JC, Sterkenburg PS, Kef S. Attachment, Intellectual Disabilities and Mental Health: Research, Assessment and Intervention. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2012; 26:34-46. [DOI: 10.1111/jar.12010] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/02/2012] [Indexed: 12/01/2022]
Affiliation(s)
- Carlo Schuengel
- Department of Clinical Child and Family Studies and EMGO+ Institute for Health and Care Research; VU University Amsterdam; Amsterdam The Netherlands
| | - Johanna Clasien de Schipper
- Department of Clinical Child and Family Studies and EMGO+ Institute for Health and Care Research; VU University Amsterdam; Amsterdam The Netherlands
| | - Paula S. Sterkenburg
- Department of Clinical Child and Family Studies and EMGO+ Institute for Health and Care Research; VU University Amsterdam; Amsterdam The Netherlands
| | - Sabina Kef
- Department of Clinical Child and Family Studies and EMGO+ Institute for Health and Care Research; VU University Amsterdam; Amsterdam The Netherlands
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Schuengel C, Kef S, Damen S, Worm M. Attachment representations and response to video-feedback intervention for professional caregivers. Attach Hum Dev 2012; 14:83-99. [DOI: 10.1080/14616734.2012.661213] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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