Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The kaleidoscope of communication: Different perspectives on communication involving children with severe multiple disabilities
Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
2006 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis consists of six publications presenting a theoretical framework, a methodological proposal and three empirical studies. The aim of the work is; to gain knowledge on how children with severe multiple disabilities communicate with their caregivers, to analyse how different research strategies can add knowledge from different perspectives on communication, and to develop models for analysing and describing the dyadic interaction.

The theoretical framework addresses the impact of multiple disabilities on the child’s communicative development, as well as the role of the communication partner, and implications for interventions. In the methodological framework, different research approaches are discussed and a system theory-based approach is proposed. The empirical studies are focused on pre-school children with intellectual disabilities in combination with vision disability and/or motor disability. When relationships between use of communication and child characteristics and setting conditions were investigated, the results showed relationships between disability and the use of communication but also that children with similar disability profiles could display quite different communicative patterns. When the communicative process was investigated with the proposed system theory-based approach, it was found that the child and caregiver continuously co-regulated their actions and together created consensual frames and that the process went through phases of instability and stability. Models for a system theory-based analysis of dyadic interaction are presented.

The discussion is concentrated around how the results from the studies along with the theoretical aspects can contribute to evidence-based practice. The main conclusions are that, in communication involving a person with severe multiple disabilities, meaning is something that is co-constructed and communication cannot be regarded as a personal competence, the competence is within the dyad.

Place, publisher, year, edition, pages
Stockholm: HLS Förlag, 2006. , 186 p.
Series
Studies in educational sciences, ISSN 1400-478X ; 89
Keyword [en]
dyadic interaction, pre-symbolic communication, multiple disabilities, system theory, communication process, communication models
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-1277ISBN: 91-7656-625-1 OAI: oai:DiVA.org:su-1277DiVA: diva2:189770
Public defence
2006-10-14, hörsal 8, hus D, Universitetsvägen 10, Stockholm, 10:00
Opponent
Supervisors
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2014-01-23Bibliographically approved
List of papers
1. The use of communicative functions among pre-school children with multiple disabilities in two different setting conditions: Group versus individual patterns
Open this publication in new window or tab >>The use of communicative functions among pre-school children with multiple disabilities in two different setting conditions: Group versus individual patterns
2005 (English)In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 21, no 1, 3-18 p.Article in journal (Refereed) Published
Abstract [en]

In this study, the use of communicative functions of nine pre-school children with severe multiple disabilities who interacted with pre-school staff in two different play setting conditions was investigated. The main purpose was to determine the extent to which the rate of use of different communicative functions was related to (a) individual-specific characteristics, and (b) environmental setting characteristics. Data were analyzed according to a three-tiered method of analysis, with group results combined with patterns that were unique to individuals. The results indicated that the relationships between the rate of use of communicative functions and individual-specific characteristics were weaker than the relationships between rate of use of communicative functions and setting characteristics, which were found to be very strong. The results also revealed that children with similar individual characteristics could display quite different rates as well as different patterns of use of communicative functions.

National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-22933 (URN)10.1080/07434610412331270516 (DOI)000235521400002 ()
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2017-12-13Bibliographically approved
2. See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities
Open this publication in new window or tab >>See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities
1999 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 12, no 3, 190-203 p.Article in journal (Refereed) Published
Abstract [en]

In a social and political climate which encourages active participation in decision-making by people who have severe and profound intellectual disabilities, the onus is often on practitioners, carers and advocates to represent the wishes and interests of individuals. The issue of the validity of their interpretations is then foregrounded. This paper discusses theoretical issues associated with the development of guidelines to support a process of validation. It is argued that meaning should be viewed as the negotiated outcome of interactions, always involving inference. Validity of interpretation is thus a continuous rather than a categorical variable, and needs to be supported by the systematic collection of evidence from a range of sources. This framework is compatible with a social constructivist view of communicative development, and allows for information derived from subjective, intuitive insights to be combined with information obtained through observation and testing.

National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-22934 (URN)000085695700002 ()
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2017-12-13Bibliographically approved
3. A system theory approach on dyadic interaction
Open this publication in new window or tab >>A system theory approach on dyadic interaction
2003 (English)In: Proceedings of the Seventh Biennal Research Symposium of the International Society for Augmentative and Alternative Communication, Aug. 2003, Odense, Denmark, 2003, 59-64 p.Conference paper, Published paper (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-22935 (URN)
Conference
The Seventh Biennal Research Symposium of the International Society for Augmentative and Alternative Communication, Aug. 2003, Odense, Denmark
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2014-01-23Bibliographically approved
4. Dyadic interaction with a child with multiple disabilities: A system theory perspective on communication
Open this publication in new window or tab >>Dyadic interaction with a child with multiple disabilities: A system theory perspective on communication
2004 (English)In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 20, no 4, 228-242 p.Article in journal (Refereed) Published
Abstract [en]

A mutually rewarding communicative interaction with a child whose development is atypical presents unique challenges that have to be met through the implementation of unique strategies by both partners in a dyad. The aim of this study was to provide a description, interpretation, and model for communicative interaction in a particular dyad that comprised a child with severe multiple disabilities who functioned at a presymbolic level and his caregiver. A qualitative, inductive approach focused on process analysis was used to examine a videotaped interaction between a 6-year-old boy with severe multiple disabilities and his caregiver in a play session at pre-school. System theory was used as a theoretical and conceptual framework to analyse the communicative process. Co-regulation, consensual frames, and system dynamics were used as key concepts to examine how the behaviors of the child and the behaviors of the adult were related to each other and how the partners co-created meaning in their interaction. As a result of the analysis, two models are presented. The first is a model of how a hierarchical order of consensual frames is built. The second model is a process map that provides an illustration of the communication dynamics. It is suggested that a system theory approach could be a useful framework, not only to explain results, but also as an analytical tool to provide more dyad-specific interaction models as a basis for individualized interventions.

National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-22936 (URN)10.1080/07434610400005622 (DOI)
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2017-12-13Bibliographically approved
5. Interaction between child and caregiver as a dynamic system
Open this publication in new window or tab >>Interaction between child and caregiver as a dynamic system
2001 (English)In: Proceedings from Excellence in Early Childhood Intervention, Oct. 1999, Mälardalens Högskola, Dep. of social science, Västerås, Sweden, 2001, 42-48 p.Conference paper, Published paper (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-22937 (URN)
Conference
Excellence in Early Childhood Intervention, Oct. 1999, Mälardalens Högskola, Dep. of social science, Västerås, Sweden
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2014-01-23Bibliographically approved
6. Presymbolic Communication Intervention
Open this publication in new window or tab >>Presymbolic Communication Intervention
2003 (English)In: The efficacy of augmentative and alternative communication: Toward evidence-based practice / [ed] R.W. Schlosser, Amsterdam: Academic , 2003, 299-322 p.Chapter in book (Other academic)
Place, publisher, year, edition, pages
Amsterdam: Academic, 2003
National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-22938 (URN)0-12-625667-5 (ISBN)
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2014-01-23Bibliographically approved

Open Access in DiVA

fulltext(452 kB)958 downloads
File information
File name FULLTEXT01.pdfFile size 452 kBChecksum SHA-512
b56ae74fb3b7dcb96c93d18f1ba2c98b5bde27c6b37fdbb3da3a0c629d9baeb3830158a80d3391a0c4e5a30324d4305240f60eba3221383d245eecaf2fbe6b20
Type fulltextMimetype application/pdf

By organisation
Department of Human Development, Learning and Special Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 958 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 3477 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf