Stimulating Intersubjective Communication in an Adult with Deafblindness: A Single-Case Experiment

Autor/inn/en	Damen, Saskia; Janssen, Marleen J.; Huisman, Mark; Ruijssenaars, Wied A. J. J. M.; Schuengel, Carlo
Titel	Stimulating Intersubjective Communication in an Adult with Deafblindness: A Single-Case Experiment
Quelle	In: Journal of Deaf Studies and Deaf Education, 19 (2014) 3, S.366-384 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enu006
Schlagwörter	Deaf Blind; Self Concept; Interpersonal Relationship; Theories; Intervention; Young Adults; Interpersonal Communication; Developmental Disabilities; Perceptual Impairments; Communication Skills; Mental Retardation; Friendship; Video Technology; Feedback (Response); Observation; Interaction; Emotional Response; Communication Strategies; Program Effectiveness + Suchen Sie Ihr Suchwort? Mehrfach Behinderter; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Theory; Theorie; Young adult; Junger Erwachsener; Interpersonale Kommunikation; Entwicklungsstörung; Perceptual handicaps; Wahrnehmungsstörung; Kommunikationsstil; Geistige Behinderung; Freundschaft; Beobachtung; Interaktion; Emotionales Verhalten; Kommunikationsstrategie
Abstract	Sensory disabilities may limit a person's development of intersubjectivity, that is, the awareness of self and other, which develops in conjunction with interpersonal communication. This study used intersubjectivity theory to test a new intervention called the High-Quality Communication (HQC) intervention for its effects on a young adult with congenital deafblindness and a developmental age between 1.5 and 4 years. Three of his social partners were trained to support attunement and meaning making with him through education and video feedback. This study measured seven observation categories at three layers of intersubjective development during a baseline and two intervention phases: dyadic interaction, shared emotion, referential communication, meaning negotiation, shared meaning, declarative communication, and shared past experience. The participant's use of conventional communication was included as an additional category. Effects were observed in all observation categories from the baseline through to the intervention phases. Further study of the effectiveness of the HQC intervention is recommended to test whether effects generalize across people and settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10