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

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 approvi...

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Bibliographic Details
Published in:Journal of visual impairment & blindness 2011-09, Vol.105 (9), p.560-572
Main Authors: Janssen, Marleen J., Riksen-Walraven, J. Marianne, van Dijk, Jan P. M., Huisman, Mark, Ruijssenaars, Wied A. J. J. M.
Format: Article
Language:English
Subjects:
Assistive Technology
Behavior
Behavior Rating Scales
Blind-deaf
Blindness
Caregivers
Case Studies
Child Behavior
Child development
Children
Children with disabilities
Daily Living Skills
Deaf Blind
Deafness
Departments
Educational Psychology
Emotions
Foreign Countries
Group homes
Inservice Education
Interaction
Interpersonal Communication
Interpersonal relations in children
Interpersonal Relationship
Intervention
Males
Motor Development
Netherlands
Physical Development
Social aspects
Social Development
Social skills in children
Teaching Methods
Turn taking
Verbal communication
Young Children
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Summary: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.
ISSN:0145-482X
1559-1476
DOI:10.1177/0145482X1110500907