Scaffolding the Communication of People With Congenital Deafblindness: An Analysis of Sequential Interaction Patterns

S. Damen, M.J. Janssen, Wied A Ruijssenaars, Carlo Schuengel

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

The High Quality Communication intervention aims to stimulate interpersonal communication between individuals with congenital deaf-blindness (CDB) and their social partners. Found effective in multiple-case experiments, the intervention is based on Trevarthen's theory of inter-subjective development (Bråten & Trevarthen, 2007), which describes children's innate and developing ability to share subjective states in interpersonal communication and social partners' mediating role in this development. One implication of this theory is that social partners can support the emergence of higher-complexity communication behaviors in individuals who are still developing these behaviors. To test this proposition, communication patterns between individuals with CDB and their parents, teachers, and professional caregivers were analyzed. Analysis of two-event sequences of communicative behaviors showed a highly significant correspondence between the behavior of the social partner and the subsequent behavior of the individual with CDB, confirming that social partners can scaffold higher-complexity communication within interpersonal communication.

Original languageEnglish
Pages (from-to)24-33
Number of pages10
JournalAm Ann Deaf
Volume162
Issue number1
DOIs
Publication statusPublished - 2017

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union and employers' representatives
interaction pattern
multiple disabilities
Communication
interpersonal communication
communication
Blindness
communication behavior
communication pattern
Aptitude
caregiver
Interpersonal Relations
parents
Caregivers
Parents
event
experiment
ability
teacher

Keywords

  • Journal Article

Cite this

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title = "Scaffolding the Communication of People With Congenital Deafblindness: An Analysis of Sequential Interaction Patterns",
abstract = "The High Quality Communication intervention aims to stimulate interpersonal communication between individuals with congenital deaf-blindness (CDB) and their social partners. Found effective in multiple-case experiments, the intervention is based on Trevarthen's theory of inter-subjective development (Br{\aa}ten & Trevarthen, 2007), which describes children's innate and developing ability to share subjective states in interpersonal communication and social partners' mediating role in this development. One implication of this theory is that social partners can support the emergence of higher-complexity communication behaviors in individuals who are still developing these behaviors. To test this proposition, communication patterns between individuals with CDB and their parents, teachers, and professional caregivers were analyzed. Analysis of two-event sequences of communicative behaviors showed a highly significant correspondence between the behavior of the social partner and the subsequent behavior of the individual with CDB, confirming that social partners can scaffold higher-complexity communication within interpersonal communication.",
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Scaffolding the Communication of People With Congenital Deafblindness : An Analysis of Sequential Interaction Patterns. / Damen, S.; Janssen, M.J.; Ruijssenaars, Wied A; Schuengel, Carlo.

In: Am Ann Deaf, Vol. 162, No. 1, 2017, p. 24-33.

Research output: Contribution to JournalArticleAcademicpeer-review

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T1 - Scaffolding the Communication of People With Congenital Deafblindness

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AU - Schuengel, Carlo

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AB - The High Quality Communication intervention aims to stimulate interpersonal communication between individuals with congenital deaf-blindness (CDB) and their social partners. Found effective in multiple-case experiments, the intervention is based on Trevarthen's theory of inter-subjective development (Bråten & Trevarthen, 2007), which describes children's innate and developing ability to share subjective states in interpersonal communication and social partners' mediating role in this development. One implication of this theory is that social partners can support the emergence of higher-complexity communication behaviors in individuals who are still developing these behaviors. To test this proposition, communication patterns between individuals with CDB and their parents, teachers, and professional caregivers were analyzed. Analysis of two-event sequences of communicative behaviors showed a highly significant correspondence between the behavior of the social partner and the subsequent behavior of the individual with CDB, confirming that social partners can scaffold higher-complexity communication within interpersonal communication.

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