See What I Mean: Interpreting the Meaning of Communication by People with Severe and Profound Intellectual Disabilities

Grove, Nicola; Bunning, Karen; Porter, Jill; Olsson, Cecilia

doi:10.1111/j.1468-3148.1999.tb00076.x

Cited by 166 publications

(195 citation statements)

References 17 publications

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“…The findings of the study also offer some support to the contention that adults with profound intellectual disability have different engagement patterns depending on the stimulation or interaction levels that they encounter in the setting in which they find themselves [15]. It was clear that the participants related variably to stimuli such as being fed, engaging in a one to one talk session and engaging in a high sensory stimulation setting.…”

Section: Study Number Approachsupporting

confidence: 48%

Teaching Communication to Nursing Students: Contemporary Perspectives on Practice

Timmins

McCabe²,

Griffiths³

et al. 2014

J Nurs Care

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Client-centred communication is an integral part of nursing and is the foundation stone for the provision of high quality nursing care. The success and effectiveness of the nurse-client relationship lies in the words and body language that nurses choose to use when providing client care. Increasingly attention is being given to the therapeutic relationship between the nurse and the client, rather than a discrete set of communication skills for given situations, it is proposed that client-centred communication is an integral part of nursing and is the foundation stone for the provision of high quality nursing care. The impetus for this paper arose due to similarities arising between four independent research studies conducted by the authors, and the resultant need to share these key themes as a basis for improving communication teaching to nursing students. The aim of this paper is to present a novel examination of a core aspect of the nursing curriculum across four strands of the profession with a view to eliciting key communication skills that underpin the profession of nursing. This combined approach to understanding communication assisted lecturers to both understand and teach communication skills to three disciplines of nursing. These four conjoint studies demonstrate how the deployment of finely honed communication skills is important in the development of the nurse client relationship and ultimately the achievement of high quality nursing care. The paper further aims are to use the combined results of these four studies to demonstrate important characteristics of nurse/client communication that is relevant and applicable to diverse areas of nursing and ought to be encouraged in teaching practice.

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Section: Study Number Approachsupporting

confidence: 48%

Teaching Communication to Nursing Students: Contemporary Perspectives on Practice

Timmins

McCabe²,

Griffiths³

et al. 2014

J Nurs Care

View full text Add to dashboard Cite

show abstract

“…But another reason why teachers have gained the confidence to do this risk work throughout their daily interactions in schools is that they are increasingly supported to do so by educational frameworks. Particularly influential have been the Intensive Interaction approach (Nind and Hewett 1994) and the 'See What I Mean' guidance (Grove et al 1999(Grove et al , 2000. For children with profound impairment, Intensive Interaction provides a curricular framework and pedagogical guidance that supports teachers' self-belief in their judgements (Nind and Thomas 2005) and the risks they take and benefits they accrue in treating apparently non-communicative behaviours as if they are communicative (Nind and Hewett 1994).…”

Section: Intensive Interactionmentioning

confidence: 99%

Transforming positive risk-taking practices: the possibilities of creativity and resilience in learning disability contexts

Tai-Seale¹,

Nind

Simmons

2013

Scandinavian Journal of Disability Research

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In this article we examine discourses, conceptualisations and practices of positive risk-taking for or by children and adults with learning disabilities. We identify tensions and contradictions in positive risk-taking discourses that are unhelpful for clarifying for practitioners how positive risk-taking might be implemented. We suggest a conceptual framework that incorporates creativity and resilience and use this to offer examples from special and inclusive education (Intensive Interaction and Learning without Limits) that illustrate how positive risk-taking can be found in education practices. We conclude by arguing that conceptual frameworks such as the one proposed, when linked to supportive frameworks and guiding principles that emphasise professional judgement, offer one way to problematise and challenge current risk-averse practices in education, health and social care settings.

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“…Probably, it is the close caregiver who has this knowledge; also functioning interaction in the form of turn-taking occurs in the daily life for children with multiple disabilities (Wilder & Granlund 2003). Furthermore, as caregivers also function as mediators (Grove, Bunning, Porter & Olsson 1999) it is important to take their general practices, ideas and beliefs into account when investigating interaction (Super & Harkness 1999).…”

Section: Introductionmentioning

confidence: 99%

Video Observations of Dyadic Interaction: Behaviour style of Presymbolic Children

Wilder

2008

Scandinavian Journal of Disability Research

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Research has shown that the behaviour style of children with multiple disabilities who do not use symbols in their communication affects their interaction with others. This study investigated the patterns of caregiverÁchild interaction and the relation between patterns of interaction and behaviour style in seven children with multiple disabilities who do not use symbols. Purposive sampling was employed and video recordings of caregiverÁchild interaction were performed during home visits. The results showed that the children's behaviour style and how easily the children could be interpreted were factors that the caregivers used to monitor the interaction and obtain more frequent periods of successful interaction. By triangulation of instruments the caregivers were shown to be well aware of the roles children and parents had in the dyadic interaction.

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See What I Mean: Interpreting the Meaning of Communication by People with Severe and Profound Intellectual Disabilities

Cited by 166 publications

References 17 publications

Teaching Communication to Nursing Students: Contemporary Perspectives on Practice

Teaching Communication to Nursing Students: Contemporary Perspectives on Practice

Transforming positive risk-taking practices: the possibilities of creativity and resilience in learning disability contexts

Video Observations of Dyadic Interaction: Behaviour style of Presymbolic Children

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