Contact: Effects of an Intervention Program to Foster Harmonious Interactions between Deaf-Blind Children and Their Educators

Janssen, Marleen; Riksen‐Walraven, J. Marianne; Dijk, J.P.M. van

doi:10.1177/0145482x0309700403

Cited by 69 publications

(126 citation statements)

References 6 publications

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“…Other categories, such as "language input", "interaction style" Affective involvement Janssen et al (2003Janssen et al ( , 2006Janssen et al ( , 2011Janssen et al ( , 2012 Child's and adult's emotional availability For some of them, the specific outcome of the variables appeared to be indicative of one of the layers of intersubjectivity, in particular "intersubjective development" and "communicative means".…”

Section: Intersubjectivity Measuresmentioning

confidence: 99%

Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective

Damen

Janssen

Ruijssenaars

et al. 2015

International Journal of Disability, Development and Education

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Trevarthen's theory of innate intersubjectivity is relevant to understanding communication problems in children with sensory disabilities. Trevarthen and Aitken used the term "intersubjectivity" to describe "the ability of humans to detect and change each other's minds and behavior". When children lack auditory and/or visual means of interaction, they may not be able to fully develop intersubjectivity, which impedes the development of more complex interpersonal communication. This article presents a review of 31 studies about intersubjectivity in children with sensory disabilities. The results indicate that the intersubjective development of children with sensory disabilities is often delayed. The studies also describe similar strategies for mediating intersubjectivity in children with sensory disabilities and in typical children, but say that specific adaptations may be needed. From an intersubjectivity perspective, symbolic communication delays in children with sensory disabilities may be improved through specific, purposeful forms of social interaction.

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Section: Intersubjectivity Measuresmentioning

confidence: 99%

Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective

Damen

Janssen

Ruijssenaars

et al. 2015

International Journal of Disability, Development and Education

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“…During harmonious interactions with parents, a child learns to trust the parent ' s availability as a source of emotional comfort and support [42] .…”

Section: Discussionmentioning

confidence: 99%

Perceived parenting as related to emotional competence of visually and hearing impaired adolescents

Juyal

2013

International Journal on Disability and Human Development

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This study was designed to investigate the difference between perceived parenting style of adolescents with visual and hearing impairment, as well as their emotional competence as an effect of perception of parenting style. We also found a relationship between the variable of perceived parenting and the emotional competence. The sample consisted of 140 participants, 70 visually and 70 hearing impaired adolescents, who were equally divided according to gender in each group. Results indicated that adolescents of both groups differed significantly on perceived parenting and the emotional competence variable. Visually impaired adolescents showed more positive perception and were more emotionally competent than the adolescents with hearing impairment. A positive significant relationship was shown by the visually impaired group between most of the modes of perceived parenting and aspects of emotional competence variable. On the whole, the perception of parenting of adolescents with hearing impairment was found to be significantly lower than the visually impaired adolescents. Similarly, emotional competence among the hearing impaired group as regards the relationship between the two variables was also found to be significantly lower as compared with the visually impaired group. Regarding gender, boys with visual impairment perceived more positive parenting and showed more emotional competence than the girls compared with hearing impaired group.

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“…Another adaptation for the purposes of this study was that the number of coaching sessions was fixed to four (three coaching sessions followed by recordings plus a closing session), in order to be able to relate differences in improvement across the intervention to caregiver characteristics. Also in the original study on Contact, most of the intervention gains were established by the third session for most of the caregivers (Janssen, Riksen-Walraven, & Van Dijk, 2003a). The objectives were to support sensitive responsiveness through increasing awareness of the signal repertoire of individual clients with visual and intellectual disabilities, support 88 C. Schuengel et al…”

Section: Interventionmentioning

confidence: 99%

Attachment representations and response to video-feedback intervention for professional caregivers

Schuengel

Kef

Damen

2012

Attachment & Human Development

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Interventions to improve caregiving may have different effects for persons with autonomous or nonautonomous attachment representations. The current study used the Adult Attachment Interview to investigate attachment representations of professional caregivers who participated in an intervention to improve interaction with children and adults with serious intellectual and visual disabilities. Caregivers (N = 51) completed a video-feedback interaction program. Twice during a baseline period and three times during the intervention period, each caregiver was videotaped during a standard situation with their client. Of the caregivers, 28 were classified as autonomous, 12 as dismissing, and 11 as preoccupied. Unresolved loss or trauma (n = 7) was not included in the analyses. Generally, interaction quality improved from baseline to intervention period as indicated by confirmation of signals, responsiveness to signals, and affective mutuality. Caregivers with dismissing classifications continued to show less confirmation of clients' signals. Caregivers with dismissing or preoccupied classifications improved their responsiveness to the level of caregivers with autonomous classifications. Attachment representations may modify in some ways the impact of interventions to improve caregiving.

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Contact: Effects of an Intervention Program to Foster Harmonious Interactions between Deaf-Blind Children and Their Educators

Cited by 69 publications

References 6 publications

Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective

Communication between Children with Deafness, Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective

Perceived parenting as related to emotional competence of visually and hearing impaired adolescents

Attachment representations and response to video-feedback intervention for professional caregivers

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