The creation of meaning: What persons with severe or profound multiple developmental disabilities do in context

Abstract

Analysis of the interactional patterns of 64 residents of a state institution that reveals persons with severe or profound multiple developmental disabilities learn meaning through the understanding of situational events with others. Observation and explanation of the ability of these persons are grounded in differentiating three behavioral patterns in the context of interactional events: (1) patterns of interference; (2) patterns of participation; (3) patterns in ambiguity. Each pattern is discussed in terms of shifts in the relationship of form, function, and content. Study of the social and cultural processes of persons with severe or profound multiple developmental disabilities who live together is significant for the determination of patterns in their behavioral repertoires expressive of the their ability. Professional understanding of the social and cultural processes underlying their communication and interaction with others can reveal an underlying totality in their ability. The definition and differentiation of the patterns in their performance and the clues offered for interpretation of meaning in their behavior are suggested as a theoretical framework to approach grounded understanding of what they do as the basis of educational and therapeutic intervention.