scholarly journals More shared responsibility for “more appropriate communication”

2018 ◽  
Author(s):  
Morton Ann Gernsbacher
Keyword(s):  
Developmental Disabilities ◽  
Computer Networks ◽  
Undergraduate Students ◽  
Developmentally Disabled ◽  
Shared Responsibility ◽  
Google Scholar ◽  
Disabled Children ◽  
Scholarly Literature ◽  
Communication Partners ◽  
Children With Developmental Disabilities

The term “more appropriate communication” appears in more than 400 scholarly articles (according to Google Scholar). I examined the first 100 scholarly articles that pertained to communication between humans (rather than communication between computer networks). The question I sought to answer was who, according to the scholarly literature, bears responsibility for achieving “more appropriate communication?” Of the 100 scholarly articles examined, only a slim minority, N=7, imply that “more appropriate communication” is a responsibility shared among two or more communication partners, and most of these articles address “more appropriate communication” between literal peers, such as undergraduate students with other undergraduate students. The majority of scholarly articles, N=61, imply that the responsibility for “more appropriate communication” lies with the more powerful communication partners (i.e., people who have more status, experience, or resources). The remaining third of the scholarly articles (N=32) imply that responsibility for “more appropriate communication” lies with the less powerful communication partners, and these less powerful communication partners are frequently children with developmental disabilities. I conclude by suggesting that the responsibility for “more appropriate communication,” particularly with developmentally disabled children, either should be assumed by the more powerful communication partners or should be shared.

The child with developmental disabilities: The effects on the whole family. What do the families really need from the ‘early intervention’ professional system?

2021 ◽  
pp. 263440412110628
Author(s):  
Emma Johnston
Keyword(s):  
Developmental Disabilities ◽  
Psychological Impact ◽  
Well Being ◽  
Clinical Psychologist ◽  
Disabled Children ◽  
Developmental Needs ◽  
The People ◽  
New Vision ◽  
We The People ◽  
Children With Developmental Disabilities

This paper is based on the premise that the current services delivered to children with developmental disabilities and their families in Wales are in need of revision in order to fully support the families to then be able to support their children. Currently services use a medically dominated approach in trying to ‘fix’ these disabled children and are lacking regard for the emotional and psychological impact on the families. The author comes from a position of having worked with these families as a clinical psychologist for over 20 years and shares with the reader things that her lived experiences tell her matter to these families and what families have said matters. There are ‘extra’ demands of looking after a child with developmental needs and in managing oneself in relation to a complex set of professional demands (services). In relation to this, there are a complex array of emotional experiences and dilemmas that parents are often fluctuating between. Six key themes have been developed which potentially form a model to think about some of the dynamics for families in these situations; Denial v acceptance, Guilt v forgiveness, isolation v support, fear v courage and anxious thinking v reimagining the family story. This paper provides the reader with a practical and strength-based model for service delivery to support children with developmental disabilities and their families. The new model of care is about helping families ‘to come to terms with’ a condition that cannot be cured. The new vision is about adaptation, re-framing or seeing from a different perspective, that is, a ‘fulfillment in new dreaming’. Families must adjust physically, psychologically and practically to living with limitations which can be severe and uncertain at times and may not be resolved. Two main principles that should be followed: 1. Caring about what matters. That is to say addressing a child’s developmental disabilities within the broad context of the child and family’s lives. Parents need space to acknowledge and process their feelings without judgement, with professionals and peers who have ‘good’ understanding and empathy. 2. We the people. Health care should become the work of we the people not we the professionals serving the rest of the people. At the heart of it is the orientating ideal that captures what the work is about – well-being of families. The principles of the model being to engage a resource that is largely untapped in our strained healthcare system: the knowledge, wisdom and energy of individuals, families and communities who have a child with developmental disabilities/learning disabilities in their everyday lives. These families are no longer simply consumers of services who respond to requests to ‘fix’ disabled children. The author describes what she is doing to develop services including the development of Early Positive Approaches to support (EPAtS). The author also considers some issues that get in the way of developing this new practice smoothly. Summary A new way of looking at and considering what is important in the professional system supporting children with developmental disabilities and their families.

Partner Sensitivity to Communication Behavior of Young Children with Developmental Disabilities

1990 ◽  
Vol 55 (4) ◽  
pp. 679-693 ◽  
Author(s):  
M. Jeanne Wilcox ◽  
Theresa A. Kouri ◽  
Susan Caswell
Keyword(s):  
Early Childhood ◽  
Developmental Disabilities ◽  
Young Children ◽  
Special Educators ◽  
Individual Variability ◽  
Communication Behavior ◽  
Communication Behaviors ◽  
Communication Partners ◽  
Cue Recognition ◽  
Children With Developmental Disabilities

Aspects of partner sensitivity to communication behaviors of 24 presymbolic children with developmental disabilities were examined. The children were grouped according to their movement abilities (normal vs. abnormal patterns) and communication status (intentional vs. preintentional). Participating communication partners were those with whom the children interacted on a regular basis and included their mothers, early childhood special educators, and speech-language pathologists. Procedures were developed whereby the partners served as informants in order to provide information regarding (a) recognition of the children's communicative cues and (b) consistency of cue recognition and descriptions across partners. Results indicated wide individual variability in the partners' basic recognition abilities as well as their consistency with each other. Further, the observed variations could not be attributed to the children's movement and communication abilities. It was concluded that sensitivity, as measured in the present investigation, was highly partner-child specific, with some children likely to be exposed to more optimal interactions than others.

scholarly journals Rola rówieśniczego tutoringu w rozwijaniu umiejętności komunikacyjnych dzieci przedszkolnych z niepełnosprawnościami

2018 ◽  
pp. 43-64
Author(s):  
Andrzej Twardowski
Keyword(s):  
Preschool Children ◽  
Developmental Disabilities ◽  
Disabled Children ◽  
Team Games ◽  
Communicative Interactions ◽  
The Social ◽  
Children With Developmental Disabilities ◽  
Peer Mediated Intervention

This article provides an overview of two approaches to peer-mediated intervention that have been effective in improving the social and communicative interactions among preschool children with developmental disabilities and their classmates without disabilities. These peer-mediated interventions involve teaching facilitative initiation and responsive interaction strategies to peers and teaching sociodramatic scripts. The studies presented in this paper prove that thanks to relationships with properly trained peers disabled children more often get involved in team games, more often establish interactions with their peers, are more eager to talk to them and less often exhibit socially unacceptable behaviors.

Adequate Control Procedures in Experimental Studies of Developmental Disabilities

1981 ◽  
Vol 4 (3) ◽  
pp. 369-376 ◽  
Author(s):  
Angela L. James ◽  
Robert J. Barry
Keyword(s):  
Developmental Disabilities ◽  
Early Onset ◽  
Experimental Studies ◽  
Developmentally Disabled ◽  
Disabled Children ◽  
Developmentally Delayed ◽  
Control Groups ◽  
Developmental Context ◽  
Early Onset Psychosis ◽  
Control Procedures

The problems of establishing both quantitative and qualitative deficits in the behavioural profiles of various diagnostic subcategories of developmentally-disabled children are discussed in a developmental context. Examples of clinical experimental studies from the literature concerned with the syndrome of early-onset psychosis are used to illustrate the importance of methodologically controlling for maturational variables. Methods of appropriate matching of control groups are suggested which should facilitate the delineation of specific and general deficits in subgroups of developmentally-delayed children.

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