Following Children with Severe or Profound Intellectual and Multiple Disabilities and Their Mothers through a Communication Intervention: Single-Case Mixed-Methods Findings

Autor/inn/en	Flink, Anna Rensfeldt; Broberg, Malin; Strid, Karin; Thunberg, Gunilla; Johnels, Jakob Åsberg
Titel	Following Children with Severe or Profound Intellectual and Multiple Disabilities and Their Mothers through a Communication Intervention: Single-Case Mixed-Methods Findings
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 6, S.869-887 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flink, Anna Rensfeldt) ORCID (Thunberg, Gunilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2022.2031778
Schlagwörter	Severe Intellectual Disability; Multiple Disabilities; Interpersonal Communication; Parent Child Relationship; Communication Skills; Mothers; Program Effectiveness; Foreign Countries; Play; Intervention; Sweden + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Interpersonale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kommunikationsstil; Mother; Mutter; Ausland; Spiel; Schweden
Abstract	There is limited research targeting communication interventions for children with severe/profound intellectual and multiple disabilities. This study addressed outcomes from a communication course for parents of children with severe/profound intellectual and multiple disabilities and follows up on a previous publication by Rensfeldt Flink et al. (2020). Potential observable changes in the children's and parents' communicative behavior were studied as well as the parents' experiences of the intervention process and the effect of the course on parent--child communication. A mixed-methods design with a case-study framework was used. Two mother--child dyads participated. Data were collected before, during, and after the course. Video-recorded repeated play interactions by the dyads were coded and analyzed for the mothers' responsivity and use of augmentative and alternative communication and the children's interactive engagement. Longitudinal interview data from the mothers were analyzed thematically. No clear signs of behavioral change were observed in the coded video data. However, thematic analyses showed that the mothers experienced changes to communicative behaviors. Moreover, the course affected both mothers' reasoning about communication with their child and their child's communicative needs. The mothers' narratives contributed insights into how reflective processes might guide action in parent-mediated communication interventions. The implications for research and clinical practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01