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Sundqvist AS, Wahlqvist M, Anderzén-Carlsson A, Olsson E. Interventions for children with deafblindness-An integrative review. Child Care Health Dev 2022; 49:407-430. [PMID: 36099547 DOI: 10.1111/cch.13060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 09/01/2022] [Accepted: 09/11/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Deafblindness is a rare condition, and its prevalence has been reported to be approximately 1 in 27 000 new-borns worldwide. For individuals with deafblindness, lifelong interventions and support are needed to be able to develop communication, be active and preserve a good quality of life. Because little is known about what kind of support and interventions can be offered to children with deafblindness, the aim was to summarize and disseminate research findings regarding this topic. METHODS Integrative review principles were employed. Systematic searches in eight databases and additional manual searches were conducted. The inclusion criteria were as follows: original studies published between 2000 and 2021 examining either interventions for children between 0 and 18 years of age with deafblindness or interventions aimed at children with deafblindness but offered to their relatives or professionals working with them. Studies on support for family members were also sought. Study characteristics were described, and key findings were synthesized into categories based on their similarities. RESULTS Of the 6268 identified original studies, 32 were included. The key outcomes from the included studies were synthesized into three categories, with two categories illustrating the goal/intention of the intervention (social interaction and communication, motivation and participation) and one focusing on or identifying the action taken to benefit the child (adaptation of the educational environment). Social interaction and communication was the dominant category, covering 24 of the 32 included studies. CONCLUSIONS This review concludes that there are a limited number of evaluated interventions for children with deafblindness. In many cases, the interventions were adapted to the individual child's needs, and most of them were found within the area of social interaction and communication. More research is needed to strengthen the level of evidence for interventions for children with deafblindness.
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Affiliation(s)
- Ann-Sofie Sundqvist
- University Health Care Research Centre, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Moa Wahlqvist
- University Health Care Research Centre, Faculty of Medicine and Health, Örebro University, Örebro, Sweden.,Audiological Research Centre, Faculty of Medicine and Health, Örebro University, Örebro, Sweden.,National Resource Center for Deafblindness, Lund, Sweden
| | - Agneta Anderzén-Carlsson
- University Health Care Research Centre, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Emma Olsson
- Department of Pediatrics, Faculty of Medicine and Health, Örebro University, Örebro, Sweden.,Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
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Peltokorpi S, Salo S, Nafstad A, Hart P, Tuomikoski E, Laakso M. Bodily-tactile early intervention for a mother and her child with visual impairment and additional disabilities: a case study. Disabil Rehabil 2022:1-16. [PMID: 35786127 DOI: 10.1080/09638288.2022.2082563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
PURPOSE Congenital visual impairment and additional disabilities (VIAD) may hamper the development of a child's communication skills and the quality of overall emotional availability between a child and his/her parents. This study investigated the effects of bodily-tactile intervention on a Finnish 26-year-old mother's use of the bodily-tactile modality, the gestural and vocal expressions of her one-year-old child with VIAD, and emotional availability between the dyad. MATERIALS AND METHODS Mixed methods were used in the video analysis. The child's and his mother's bodily-tactile and gestural expressions were analyzed using a coding procedure. Applied conversation analysis was used to further analyse the child's emerging gestural expressions in their sequential interactive context. Emotional availability scales were used to analyze the emotional quality of the interaction. RESULTS The results showed that the mother increased her use of the bodily-tactile modality during the intervention, especially in play and tactile signing. The child imitated new signs and developed new gestural expressions based on his bodily-tactile experiences during the intervention sessions. His vocalizations did not change. Emotional availability remained stable. CONCLUSIONS The case study approach allowed the in-depth investigation of the components contributing to the emergence of gestural expressions in children with VIAD. Implications for rehabilitationBodily-tactile modality may compensate for the absence of a child's vision in child-parent interactions.Bodily-tactile early intervention may be effective in guiding caregivers to use bodily-tactile modality in interacting with their child with VIAD.Caregivers' use of bodily-tactile modality in interactions may contribute to the development of gestural expressions in a child with VIAD.The use of bodily-tactile modality in interactions may improve the emotional connection between children with VIAD and their caregivers.
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Affiliation(s)
- Sini Peltokorpi
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland.,Pediatric Research Center, New Children's Hospital, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Saara Salo
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Anne Nafstad
- Department for Deafblindness and Combined Vision and Hearing Impairments, STATPED, Oslo, Norway
| | | | - Elsa Tuomikoski
- City of Helsinki, Social Services and Health Care Division, Maternity and Child Health Clinics, Helsinki, Finland
| | - Minna Laakso
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
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Peltokorpi S, Daelman M, Salo S, Laakso M. Effect of Tactile Imitation Guidance on Imitation and Emotional Availability. A Case Report of a Mother and Her Child With Congenital Deafblindness. Front Psychol 2020; 11:540355. [PMID: 33132950 PMCID: PMC7566039 DOI: 10.3389/fpsyg.2020.540355] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 09/08/2020] [Indexed: 11/13/2022] Open
Abstract
Interaction between parents and children with congenital deafblindness (CDB) is easily hampered due to dual sensory loss. This case report examines imitation and emotional availability in interaction between a mother and her 3-year-old child with CDB first in unguided play and then in three play sessions with tactile imitation guidance. The video recorded play sessions were analyzed for frequency, length, and modality of imitation. Emotional Availability Scales were used to code the emotional quality of interaction. The results showed that before the guidance the mother imitated the child mainly vocally. After the guidance, the use of tactility in imitations increased. Imitation exchanges lasted longest in the last session. The emotional availability between the mother and the child was higher after the guidance. Further research is needed to confirm the positive outcomes of this case study.
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Affiliation(s)
- Sini Peltokorpi
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland.,Pediatric Research Center, New Children's Hospital, University of Helsinki and Helsinki University Hospital, Biomedicum Helsinki, Helsinki, Finland
| | - Marlene Daelman
- Member of Groningen Study Group on Congenital Deafblindness and Diversity in Communication, Brugge, Belgium
| | - Saara Salo
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Minna Laakso
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
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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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Janssen MJ, Riksen-Walraven JM, van Dijk JPM, Huisman M, Ruijssenaars WAJJM. Fostering Harmonious Interactions in a Boy with Congenital Deaf-Blindness: A Single-Case Study. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x1110500907] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This article demonstrates the effectiveness of applying the Diagnostic Intervention Model for fostering harmonious interactions by describing a single-case study. Changes in the caregiver's turn-giving had substantial effects on the child's turn-taking, regulation of intensity, and approving and disapproving answers. The interaction effects were less clear for the child's initiatives.
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Affiliation(s)
- Marleen J. Janssen
- Department of Special Needs Education and Youth Care, University of Groningen, Royal Kentalis, Sint-Michielsgestel, Grote Rozenstraat 38, 9712 TJ Groningen, the Netherlands
| | | | - Jan P. M. van Dijk
- Department of Special Education, Radboud University, and retired assistant director of Royal Kentalis, Sint-Michielsgestel, the Netherlands
| | - Mark Huisman
- Department of Sociology, University of Groningen, Groningen, the Netherlands
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Janssen MJ, Riksen-Walraven JM, Van Dijk JPM, Huisman M, Ruijssenaars WAJJM. Enhancing Sustained Interaction between Children with Congenital Deaf-Blindness and Their Educators. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x1210600306] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Marleen J. Janssen
- Department of Special Needs Education and Youth Care, University of Groningen, Grote Rozenstraat 38, 9712 TJ Groningen, the Netherlands, and Royal Kentalis, Sint-Michielsgestel, the Netherlands
| | - J. Marianne Riksen-Walraven
- Department of Developmental Psychology, Radboud University, Montessorilaan 3, 6525 HR Nijmegen, the Netherlands
| | - Jan P. M. Van Dijk
- Department of Special Education, Radboud University, Nijmegen, and retired assistant director, Royal Kentalis, Sint-Michielsgestel, Groenpleinstraat 16, 5076 EK Haaren, the Netherlands
| | - Mark Huisman
- Department of Sociology, University of Groningen, Grote Rozenstraat 31, 9712 TG Groningen, 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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Innocenti MS, Roggman LA, Cook GA. Using the PICCOLO with Parents of Children with a Disability. Infant Ment Health J 2013. [DOI: 10.1002/imhj.21394] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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