Fostering Harmonious Interactions in a Boy with Congenital Deaf-Blindness: A Single-Case Study-Reference-Cited by-同舟云学术

Fostering Harmonious Interactions in a Boy with Congenital Deaf-Blindness: A Single-Case Study

Published:2011-09 Issue:9 Volume:105 Page:560-572
ISSN:0145-482X
Container-title:Journal of Visual Impairment & Blindness
language:en
Short-container-title:Journal of Visual Impairment & Blindness

Author:

Janssen Marleen J.¹,Riksen-Walraven J. Marianne²,van Dijk Jan P. M.³,Huisman Mark⁴,Ruijssenaars Wied A. J. J. M.⁵

Affiliation:

1. Department of Special Needs Education and Youth Care, University of Groningen, Royal Kentalis, Sint-Michielsgestel, Grote Rozenstraat 38, 9712 TJ Groningen, the Netherlands

2. Department of Developmental Psychology, Radboud University, Nijmegen, the Netherlands

3. Department of Special Education, Radboud University, and retired assistant director of Royal Kentalis, Sint-Michielsgestel, the Netherlands

4. Department of Sociology, University of Groningen, Groningen, the Netherlands

5. Department of Special Needs Education and Youth Care, University of Groningen, the Netherlands

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.

Publisher

SAGE Publications

Subject

Rehabilitation,Ophthalmology

Link

http://journals.sagepub.com/doi/pdf/10.1177/0145482X1110500907

Reference30 articles.

1. Early Conversations and Word Learning: Contributions from Child and Adult

2. Impact of a Communication Intervention Model on Teachers’ Practice with Children who are Congenitally Deaf-Blind

3. The Importance of Shared Communication Forms

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