Describing the Communicative Profiles of Young Children with a Significant Cognitive and Motor Developmental Delay

Autor/inn/en	Dhondt, Ann; Van keer, Ines; Ceulemans, Eva; van der Putten, Annette; Maes, Bea
Titel	Describing the Communicative Profiles of Young Children with a Significant Cognitive and Motor Developmental Delay
Quelle	In: Augmentative and Alternative Communication, 39 (2023) 2, S.84-95 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dhondt, Ann) ORCID (Van keer, Ines) ORCID (Ceulemans, Eva) ORCID (van der Putten, Annette) ORCID (Maes, Bea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-4618
DOI	10.1080/07434618.2022.2138780
Schlagwörter	Young Children; Communication Skills; Intellectual Disability; Physical Disabilities; Interpersonal Communication; Severe Disabilities; Foreign Countries; Nonverbal Communication; Belgium; Netherlands + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kommunikationsstil; Intellect; Disability; Disabilities; Verstand; Behinderung; Physical handicap; Körperbehinderung; Interpersonale Kommunikation; Severe disability; Schwerbehinderung; Ausland; Non-verbal communication; Nonverbale Kommunikation; Belgien; Niederlande
Abstract	The communicative behavior of young children with significant cognitive and motor developmental delays is generally considered to be limited, idiosyncratic and non-intentional. At present, changes between and within children over time regarding their communicative behavior are hard to detect. This article describes an exploratory observational study that draws on data from the first data point of 38 children who are participating in a longitudinal project on the developmental trajectories of children with significant cognitive and motor developmental delays. The aims of this study were to (a) describe the participants' communicative behavior in detail with communication-related variables that reflect differences across individuals, (b) create summarizing variables and (c) explore whether subgroups of children can be detected. A self-developed coding scheme and descriptive statistics combined with correlational analyses were used, followed by a principal component analysis and visual inspection of the outcome of this analysis. The within-group differences related to communicative behavior was characterized using 16 variables. Based on these variables, three overarching components were formulated: communication proficiency, Expressions of Discomfort and Rejection and Differentiation According to Focus. All participating children were found to be unique in terms of their component scores and the relationship among their component scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01