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Harmonious Interactions: Research by Janssen, Riksen-Walraven, and van Dijk Bibliography

by DB-LINK on May 1, 2007
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Updated 05/2007


2003-0367

Toward a Diagnostic Intervention Model for Fostering Harmonious Interactions Between Deaf-Blind Children and Their Educators --Janssen, Marleen J.; Riksen-Walraven, Marianne; Van Dijk, Jan P. M. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 97, #4, April 2003, pp.197-214. (2003) This article describes the Diagnostic Intervention Model, a training program to foster harmonious interactions and communication between deaf-blind children and their educators in various settings (e.g., school, group, home). The model involves a cyclic process in which observations of interactions between deaf-blind children and their educators are used as a basis for the creation of intervention aims related to eight core categories of interactive behavior (initiatives, confirmations, answers, turns, attention, intensity, affective involvement, independent acting). The article lays the groundwork for this by first discussing the significance of harmonious interactions in children's social and emotional development and the difficulties deaf-blind children and their educators face when attempting to develop such harmonious interactions. It also includes a detailed review of previously developed intervention models and strategies that have focused on interaction and early communication with individuals who are deaf-blind.


2002-0129

Enhancing the Quality of Interaction Between Deafblind Children and Their Educators --Janssen, Marleen J.; Riksen-Walraven, J. Marianne; van Dijk, Jan P.M. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, vol. 14, #1, March 2002, pp. 87-109. (2002) This single-subject design study examined the effects of an educator-oriented intervention program to improve the quality of the interactions between children who are deaf-blind and their teachers. The study included four children, aged 6 through 9, and their 14 teachers. The educators were trained to respond more adequately to a selected set of appropriate and inappropriate interactive child behaviors. In three of the four children, the mean percentage of appropriate interactive behaviors increased. The number of inappropriate child behaviors also decreased.


2004-0078

Enhancing the Interactive Competence of Deafblind Children : Do Intervention Effects Endure? --Janssen, Marleen J.; Riksen-Walraven, J. Marianne; van Dijk, Jan P.M. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, vol. 16, #1, March 2004, pp. 73-94. (2004) This single-subject design study replicated the results of a previous intervention study [Janssen et al, Journal of Developmental and Physical Disabilities, 14(1):87-108, 2002] that examined the effects of a training program designed to improve the quality of interactions between deaf-blind children and their educators. This present study was expanded to train educators to improve their responses to deaf-blind children's independent behaviors as well as interactive behaviors, and it included a follow-up phase. The study involved 16 professional educators working with four 7- to 11-year old children. The mean percentage of adequate educator responses was found to increase by 20.2% and remain above baseline during follow-up. Comparable effects were observed for the children. The percentage of appropriate interactive behaviors increased by 29.3% and the percentage of independent behaviors increased by 38.1% and remained well above the baseline level during follow-up.


2003-0366

Contact : Effects of an Intervention Program to Foster Harmonious Interactions Between Deaf-Blind Children and Their Educators --Janssen, Marleen J.; Riksen-Walraven, Marianne; Van Dijk, Jan P. M. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 97, #4, April 2003, pp.215-29. (2003) This study examined the effects of an intervention program to improve the quality of daily interaction between 6 congenitally deaf-blind children and their 14 educators (teachers, caregivers, and mothers). With video analysis as the most important tool, the interaction coaches trained the educators to recognize their children's signals and attune their behaviors to the children's. The intervention program tested here was developed based on the findings of two earlier studies. The overall focus is the effect that harmonious interactions have on the process of communication. For two of the children, outcomes were measured using multiple baseline observations, weekly observations during the intervention, and subsequent follow-up observations. For the remaining 4 children, single prettest and posttest observations were conducted.


2006-0110

Applying the Diagnostic Intervention Model for Fostering Harmonious Interactions Between Deaf-Blind Children and Their Educators : A Case Study --Janssen, Marleen J.; Riksen-Walraven, J. Marianne; van Dijk, Jan P. M. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 100, #2, February 2006, pp. 91-105. (2006) In an earlier article, the authors presented the Diagnostic Intervention Model for use as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators in various settings. This current article demonstrates the use of the model in everyday practice and the effects of its application in a case study of one child. Available on the web: http://www.eric.ed.gov/PDFS/EJ728841.pdf


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