Intersubjectivity Effects of the High-Quality Communication Intervention in People With Deafblindness

Damen, Saskia; Janssen, Marleen; Ruijssenaars, Wied; Schuengel, Carlo

doi:10.1093/deafed/env001

Cited by 22 publications

(38 citation statements)

References 21 publications

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“…Wolthuis et al (2019) concluded that the developmental character of LCM was reflected by the quantitative differences found in the presence of the LCM behaviors both between dyads as well as between and within layers of the model. Primary layer behaviors were found in comparable quantities for all four dyads, which is similar to earlier research that suggested that this is a basic communication layer (Janssen et al, 2003;Damen et al, 2015;Bloeming-Wolbrink et al, 2018). However, at the secondary and tertiary layer, differences between dyads were found.…”

Section: Describing the Communication Level Of A Dyad Using The Lcmsupporting

confidence: 87%

Monitoring Communication Development Between Teachers and Their Students With Congenital Deafblindness: An Application of the Layered Communication Model

Wolthuis¹,

Bol

Minnaert³

et al. 2020

Front. Educ.

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The Layered Communication Model (LCM) consists of three layers of intersubjective development divided into different communicative behaviors per layer. Earlier research showed that the LCM can be used to describe the communication level between teachers and their students with congenital deafblindness (CDB). This study analyzed whether the LCM can also be used to monitor the development of LCM behaviors over time. Videos of eight student-teacher dyads recorded at the start of this study (baseline phase) and 5 months later (follow-up phase) were coded using 10-s partial interval coding. The presence of the communicative behaviors at the three layers of the LCM during baseline and follow-up were calculated and compared between dyads and phases. The results on the presence of LCM behaviors were in line with earlier research. The presence of primary layer behaviors was comparable between dyads, confirming that this is a basic communication layer. The differences found between dyads in the presence of secondary and tertiary layer behaviors shows that these can be used to determine a dyad's communicative level. Results also showed that the LCM can be used to monitor communication development. Small increases were found in the presence of LCM behaviors between baseline and follow-up for the primary layer behaviors, but larger increases were found for secondary and tertiary layer behaviors, showing that development can be monitored. In conclusion, this study again showed that the LCM can be used to describe a dyad's communicative level. We also found increases in the presence of certain behaviors between baseline and follow-up for all dyads, which shows that the LCM can also be used to monitor communication over time. More insight into the period between the analyzed phases is suggested to analyze what might have caused the increase in presence of behaviors. This would reveal more about the use of the LCM as a tool to improve communication development.

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Section: Describing the Communication Level Of A Dyad Using The Lcmsupporting

confidence: 87%

Monitoring Communication Development Between Teachers and Their Students With Congenital Deafblindness: An Application of the Layered Communication Model

Wolthuis¹,

Bol

Minnaert³

et al. 2020

Front. Educ.

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“…Several focus group participants stated that MPC contains much declarative communication (communication that has the purpose to share meanings; see Damen et al, 2015). For example, one participant described MPC being used to reflect on past activities of the person with CDB and/or to share emotions.…”

Section: Development Of Communication Skillsmentioning

confidence: 99%

Multiparty Conversations With People With Congenital Deafblindness: Operationalization, Significance, and Requirements

2020

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Typically developing children are exposed to multiparty communication on a daily basis from birth. This facilitates both group belonging and observational learning. However, involvement in multiparty conversations is not self-evident for people with congenital deafblindness due to their dual sensory impairment. This study explored the added value of multiparty conversations for people with congenital deafblindness by analyzing communication partners' narrations of their experiences. Three focus group sessions were conducted with professionals and relatives (n = 24) of people with congenital deafblindness. These sessions were audiotaped, transcribed, and coded using thematic analysis. Participants described the following defining characteristics of multiparty conversations in relation to congenital deafblindness: a minimum of three people involved, with at least one who has congenital deafblindness; awareness of the presence of the other communication partners; attention for the communicative setting; and the use of communication means that are familiar to all communication partners. In their experience, multiparty conversations supported social, emotional, and communication development. Furthermore, focus group participants indicated that spontaneous multiparty conversations with people with congenital deafblindness were scarce and, therefore, needed to be encouraged by communication partners. The participants considered positive beliefs, preparation of the multiparty conversation, repetitions, and a low communication speed as important partner competencies to support the involvement of individuals with congenital deafblindness in multiparty conversations. Accordingly, we recommend the development of an intervention protocol for communication partners to initiate and foster multiparty conversations with people with congenital deafblindness. Another recommendation is to test the effects of MPC on the observational learning of people with congenital deafblindness.

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“…The communication of a child who is deafblind may be unconventional, prelinguistic, or non-symbolic (i.e., gestures and vocalizations). Many children with deafblindness may not be intentional in their communication with others ( Damen et al, 2015 ). Moreover, their communicative expressions are subtle, their communicative attempts may be easily overlooked, and their responses may be difficult to judge during the assessment.…”

Section: Different Evaluation Approaches As a Basis For Reliable Cognmentioning

confidence: 99%

Cognitive Assessment of Children Who Are Deafblind: Perspectives and Suggestions for Assessments

Nicholas

2020

Front. Psychol.

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The overall goal of a cognitive assessment is to improve communication, learning, and quality of life for a child who is deafblind. This article will give a brief description and perspective on different evaluation approaches as a basis for reliable cognitive assessments and offer suggestions on how to improve the quality of a cognitive assessment in our clinical practice. The assessor should be aware of the limitations of norm-referenced tests if standardized normative measures are applied to evaluate the cognitive functions of a child who is deafblind. However, if engaging a child with deafblindness in a standardized normative assessment, special considerations and assessment concessions would be required. Furthermore, key issues on how to improve the quality of a cognitive assessment by affording multiple assessment pathways for cognitive assessments will be addressed. Particular attention is given to the following assessment approaches: multi-method, multi-informant assessment, ecological assessment, and dynamic assessment. The use of multiple assessment pathways is necessary to reveal the genuine cognitive abilities and potentials of a child with deafblindness.

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Intersubjectivity Effects of the High-Quality Communication Intervention in People With Deafblindness

Cited by 22 publications

References 21 publications

Monitoring Communication Development Between Teachers and Their Students With Congenital Deafblindness: An Application of the Layered Communication Model

Monitoring Communication Development Between Teachers and Their Students With Congenital Deafblindness: An Application of the Layered Communication Model

Multiparty Conversations With People With Congenital Deafblindness: Operationalization, Significance, and Requirements

Cognitive Assessment of Children Who Are Deafblind: Perspectives and Suggestions for Assessments

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