Interaction with a Person with Profound Intellectual and Multiple Disabilities: A Case Study in Dialogue with an Experienced Staff Member

Autor/inn/en	Hostyn, Ine; Maes, Bea
Titel	Interaction with a Person with Profound Intellectual and Multiple Disabilities: A Case Study in Dialogue with an Experienced Staff Member
Quelle	In: Journal of Intellectual & Developmental Disability, 38 (2013) 3, S.189-204 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2013.798400
Schlagwörter	Severe Intellectual Disability; Multiple Disabilities; Interaction; Observation; Counselor Client Relationship; Video Technology; Behavior Rating Scales; Attention; Psychological Patterns + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Interaktion; Beobachtung; Aufmerksamkeit
Abstract	Background: The aim of this descriptive single case study was to describe a unique interaction with a person with profound intellectual and multiple disabilities (PIMD) in a holistic way--focusing on the client, the staff member, and the interacting dyad--and to include the experiential knowledge of the interaction partner. Method: A videotaped interaction of the staff--client dyad was analysed by triangulating data from video analysis, documents, observational rating scales, and an interview with the staff member. Results: The interactional pattern revealed in this study is that of a staff member who offers an activity that is considered to be stimulating for the client, by using a variety of initiatives and structuring strategies, and a client who is alert and responsive, but has limited chances to take own initiatives. Rather low scores were obtained on observations from a dialogical perspective. Conclusions: This study highlights the value of video analysis for practitioners, demonstrates the usefulness of describing an interaction episode supported by an integrative theoretical framework, and confirms the importance of combining observations by an independent researcher with experiential staff knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01