Describing Dialogue between Persons with Profound Intellectual and Multiple Disabilities and Direct Support Staff Using the Scale for Dialogical Meaning Making

Autor/inn/en	Hostyn, I.; Daelman, M.; Janssen, M. J.; Maes, B.
Titel	Describing Dialogue between Persons with Profound Intellectual and Multiple Disabilities and Direct Support Staff Using the Scale for Dialogical Meaning Making
Quelle	In: Journal of Intellectual Disability Research, 54 (2010) 8, S.679-690 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/j.1365-2788.2010.01292.x
Schlagwörter	Multiple Disabilities; Measures (Individuals); Mental Retardation; Severe Disabilities; Communication (Thought Transfer); Communication Disorders + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Messdaten; Geistige Behinderung; Severe disability; Schwerbehinderung; Communication; thought; Kommunikation; Gedanke; Kommunikationsstörung
Abstract	Background: The dialogical approach of meaning making forms a rich and renewing theoretical perspective to study communication between presymbolic communicators and their interaction partners. The aim of this study is to investigate whether an observation scale based on the dialogical theory, the Scale for Dialogical Meaning Making (S-DMM), has potential to describe these communicative interactions. Methods: Eighteen videotaped observations of persons with profound intellectual and multiple disabilities and their support staff were coded using the S-DMM and a consensus-rating procedure. Results: Sufficient inter-rater agreement and an acceptable range in scores confirm the usefulness of the S-DMM. Strong sub-scale intercorrelations were identified. The quantitative scores and the qualitative arguments supporting the ratings, demonstrate how the S-DMM aids to significantly describe staff-client dialogue. Conclusions: Using the S-DMM to describe dialogue with persons with profound intellectual and multiple disabilities appears to be promising. The value of the S-DMM and its consensus-rating procedure are reflected upon and discussed with regard to implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10