Bodily-tactile early intervention for a mother and her child with visual impairment and additional disabilities: a case study

References

• Gregersen A. Body with body: interacting with children with congenital deafblindness in the human niche. J Deafblind Studies Commun. 2018;4(1):67–83.
   Google Scholar
• Lang M, Hintermair M, Sarimski K. Social-emotional competences in very young visually impaired children. Br J Vis Impair. 2017;35(1):29–43.
   Web of Science ®Google Scholar
• Fraiberg S. Intervention in infancy: a program for blind infants. J Am Acad Child Psychiatry. 1971;10(3):381–405.
   PubMedGoogle Scholar
• Preisler GM. Early patterns of interaction between blind infants and their sighted mothers. Child Care Health Dev. 1991;17(2):65–90.
   PubMed Web of Science ®Google Scholar
• Forsgren GAGC, Daelman M, Hart P. Sign construction based on heightened tactile perception by persons with congenital deafblindness. J Deafblind Studies Commun. 2018;4(1):4–23.
   Google Scholar
• Nicholas J. From active touch to tactile communication - what’s tactile cognition got to do with it? Aalborg: the Danish Resource Centre on Congenital Deafblindness; 2010. Available from: https://socialstyrelsen.dk/udgivelser/from-active-touch-to-tactile-communication
   Google Scholar
• Biringen Z. Emotional availability (EA) scales. Infancy/early childhood version. 4th ed. Boulder (CO): www.emotionalavailability.com; 2008.
   Google Scholar
• Hatton DD, Ivy SE, Boyer C. Severe visual impairments in infants and toddlers in the United States. J Vis Impair Blind. 2013;107(5):325–336.
   Web of Science ®Google Scholar
• Stumpel C, Vos YJ. L1 syndrome. In: Adam MP, Ardinger HH, Pagon RA editors. GeneReviews. Seattle (WA): University of Washington; 1993–2022. Available from: https://www.ncbi.nlm.nih.gov/books/NBK1484/
   Google Scholar
• Schrander-Stumpel C, Legius E, Fryns JP, et al. MASA syndrome: new clinical features and linkage analysis using DNA probes. J Med Genet. 1990;27(11):688–692.
   PubMed Web of Science ®Google Scholar
• Bianchine JW, Lewis Jr RC. The MASA syndrome: a new heritable mental retardation syndrome. Clin Genet. 1974;5(4):298–306.
   PubMed Web of Science ®Google Scholar
• Dammeyer J, Ask Larsen F. Communication and language profiles of children with congenital deafblindness. Br J Vis Impair. 2016;34(3):214–224.
   Google Scholar
• Argyropoulos V, Kanari C, Hathazi A, et al. Children with vision impairment and multiple disabilities: issues of communication skills and professionals’ challenges. Paper presented at: International Conference on Education and New Developments (END 2020); 2020 June 27–29; Zagreb, Croatia.
   Google Scholar
• Ayyıldız E, Akçin N, Güven Y. Development of preverbal communication skills scale for children with multiple disabilities and visual impairment. J Hum Sci. 2016;13(2):2668–2681.
   Google Scholar
• Mallineni S, Nutheti R, Thangadurai S, et al. Non-verbal communication in children with visual impairment. Br J Vis Impair. 2006;24(1):30–33.
   Google Scholar
• Guellaï B, Callin A, Bevilacqua F, et al. Sensus communis: some perspectives on the origins of non-synchronous cross-sensory associations. Front Psychol. 2019;10:523.
   PubMed Web of Science ®Google Scholar
• Stern DN. The interpersonal world of infant: a view from psychoanalysis & developmental psychology. New York (NY): Basic Books; 1985.
   Google Scholar
• Norton SJ, Schultz MC, Reed CM, et al. Analytic study of the Tadoma method: background and preliminary results. J Speech Hear Res. 1977;20(3):574–595.
   PubMedGoogle Scholar
• Obretenova S, Halko MA, Plow EB, et al. Neuroplasticity associated with tactile language communication in deaf-blind subject. Front Hum Neurosci. 2010;3:60.
   PubMed Web of Science ®Google Scholar
• Rattray J, Zeedyk MS. Early communication in dyads with visual impairment. Infant Child Dev. 2005;14(3):287–309.
   Web of Science ®Google Scholar
• Peltokorpi S, Daelman M, Salo S, et al. Effects of tactile imitation guidance on imitation and emotional availability. A case report of a mother and her child with congenital deafblindness. Front Psychol. 2020;11:540355.
   PubMed Web of Science ®Google Scholar
• Chen D, Klein MD, Haney M. Promoting interactions with infants who have complex multiple disabilities: development and field-testing of the PLAI curriculum. Infants Young Child. 2007;20(2):149–162.
   Web of Science ®Google Scholar
• Biringen Z, Derscheid D, Vliegen N, et al. Emotional availability (EA): theoretical background, empirical research using the EA scales, and clinical applications. Dev Rev. 2014;34(2):114–167.
   Web of Science ®Google Scholar
• Campbell J. Understanding the emotional needs of children who are blind [research report]. J Vis Impair Blind. 2007;101(6):351–355.
   Web of Science ®Google Scholar
• Campbell J, Johnston C. Emotional availability in parent–child dyads where children are blind. Parent Sci Pract. 2009;9(3-4):216–227.
   Web of Science ®Google Scholar
• Nafstad AV, Rødbroe IB. Communicative relations: interventions that create communication with persons with congenital deafblindness. Aalborg: Materialecentret; 2015. Available from: https://www.statped.no/globalassets/laringsressurs/dokumenter/02-bokhefte/communicative-relations-uk.pdf
   Google Scholar
• Sameroff AJ, Chandler MJ. Reproductive risk and the continuum of caretaking casualty. In: Horowitz FD, Hetherington EM, Scarr-Salapatek S editors. Review of child development research. Vol. 4. Chicago (IL): The University of Chicago Press; 1975. p. 187–244.
   Google Scholar
• Sameroff AJ, Mackenzie MJ. Research strategies for capturing transactional models of development: the limits of the possible. Dev Psychopathol. 2003;15(3):613–640.
   PubMed Web of Science ®Google Scholar
• Brede KS, Souriau J. Let me join your tactile attention: a sign language perspective on the communicative togetherness with a child who is congenitally deafblind. J Deafblind Studies Commun. 2016;2(1):4–21.
   Google Scholar
• Chiesa S, Galati D, Schmidt S. Communicative interactions between visually impaired mothers and their sighted children: analysis of gaze, facial expressions, voice and physical contacts. Child Care Health Dev. 2015;41(6):1040–1046.
   PubMed Web of Science ®Google Scholar
• Hart P. Moving beyond the common touchpoint – discovering language with a congenitally deafblind people [dissertation]. Dundee: University of Dundee; 2010. Available from: https://discovery.dundee.ac.uk/en/studentTheses/moving-beyond-the-common-touchpoint-discovering-language-with-con
   Google Scholar
• Janssen MJ, Riksen-Walraven JM, van Dijk JPM, et al. Interaction coaching with mothers of children with congenital deaf-blindness at home: applying the diagnostic intervention model. J Vis Impair Blind. 2010;104(1):15–29.
   Web of Science ®Google Scholar
• Lindström C. Contributing to a tactile language: partners communicative accommodation to a bodily/tactile modality. J Deafblind Studies Commun. 2019;5(1):50–72.
   Google Scholar
• Rogow SM. Rhythms and rhymes: developing communication in very young blind and multihandicapped children. Child Care Health Dev. 1982;8(5):249–260.
   PubMed Web of Science ®Google Scholar
• Buelund Selling H. Apple trees and horse bus - conversation through bodily and mimetic utterances. In: Creutz M, Melin E, Lindström C editors. If you can see it, you can support it. Stockholm: Nordic Welfare Centre; 2019. p. 137–145. Available from: https://nordicwelfare.org/wp-content/uploads/2019/06/If-you-can-see-it-you-can-support-it-a-book-on-tactile-language.pdf
   Google Scholar
• Chen D, Downing JE. Tactile strategies for children who have visual impairments and multiple disabilities: promoting communication and learning skills. New York (NY): AFB Press; 2006.
   Google Scholar
• Chen D, editor. Essential elements in early intervention: visual impairment and multiple disabilities. 2nd ed. New York (NY): AFB Press; 2014.
   Google Scholar
• Miles B. Talking the language of the hands to the hands. New York (NY): The National Information Clearinghouse on Children Who Are Deaf-Blind; 2003. Available from: https://nationaldb.org/library/page/1930
   Google Scholar
• Ely MS, Ostrosky MM, Burke MM. Self-efficacy of providers of early intervention services to young children with visual impairments and their families. J Vis Impair Blind. 2020;114(2):114–126.
   Web of Science ®Google Scholar
• Dyzel V, Dekkers-Verbon P, Toeters M, et al. For happy children with a visual or visual-and-intellectual disability: efficacy research to promote sensitive caregiving with the Barti-mat. Br J Vis Impair. 2021.
   Web of Science ®Google Scholar
• Metell M. "A great moment … because of the music”: an exploratory study of music therapy and early interaction with children with visual impairment and their sighted caregivers. Br J Vis Impair. 2015;33(2):111–125.
   Google Scholar
• Platje E, Sterkenburg P, Overbeek M, et al. The efficacy of VIPP-V parenting training for parents of young children with a visual or visual-and-intellectual disability: a randomized controlled trial. Attach Hum Dev. 2018;20(5):455–472.
   PubMed Web of Science ®Google Scholar
• Bateson MC. 'The epigenesis of conversational interaction’: a personal account of research development. In: Bullowa M, editor. Before speech: the beginning of interpersonal communication. Cambridge (UK): Cambridge University Press; 1979. p. 63–77.
   Google Scholar
• Bronfenbrenner U, Ceci SJ. Nature-nurture reconceptualized in developmental perspective: a bioecological model. Psychol Rev. 1994;101(4):568–586.
   PubMed Web of Science ®Google Scholar
• Kratochwill TR, Hitchcock J, Horner RH, et al. Single-case design technical documentation. Washington (DC): What Works Clearinghouse; 2010. Available from: https://ies.ed.gov/ncee/wwc/Document/229
   Google Scholar
• Salo SJ, Flykt M, Mäkelä J, et al. The effectiveness of Nurture and Play: a mentalisation-based parenting group intervention for prenatally depressed mothers. Prim Health Care Res Dev. 2019;20:e157.
   PubMed Web of Science ®Google Scholar
• Johnson N, Parker AT. Effects of wait time when communicating with children who have sensory and additional disabilities. J Vis Impair Blind. 2013;107(5):363–374.
   Web of Science ®Google Scholar
• Antaki C, Wilkinson R. Conversation analysis and the study of atypical populations. In: Sidnell J, Stivers T, editors. The handbook of conversation analysis. Chichester: Wiley-Blackwell; 2013. p. 533–550.
   Google Scholar
• Bigelow AE. The development of joint attention in blind infants. Dev Psychopathol. 2003;15(2):259–275.
   PubMed Web of Science ®Google Scholar
• Antaki C. Six kinds of applied conversation analysis. In: Antaki C, editor. Applied conversation analysis: intervention and change in institutional talk. London: Palgrave Macmillan; 2011. p. 1–14.
   Google Scholar
• Goodwin C, Heritage J. Conversation analysis. Annu Rev Anthropol. 1990;19:283–307.
   Web of Science ®Google Scholar
• Schegloff EA. Sequence organization in interaction: a primer in conversation analysis. Vol. 1. Cambridge (UK): Cambridge University Press; 2007.
   Google Scholar
• Ask Larsen F. The washing-smooth hole-fish - and other findings of potential and negotiation strategies in conversation with congenitally deafblind children [master’s thesis]. Aarhus: University of Aarhus; 2003. Available from: https://nordicwelfare.org/en/publikationer/the-washing-smooth-hole-fish/
   Google Scholar
• Mondada L. Challenges of multimodality: language and the body in social interaction. J Socioling. 2016;20(3):336–366.
   Web of Science ®Google Scholar
• Mondada L. Multiple temporalities of language and body in interaction: challenges for transcribing multimodality. Res Lang Soc Interact. 2018;51(1):85–106.
   Web of Science ®Google Scholar
• Biringen Z, Fidler DJ, Barrett KC, et al. Applying the emotional availability scales to children with disabilities. Infant Ment Health J. 2005;26(4):369–391.
   PubMed Web of Science ®Google Scholar
• Iverson JM, Thal DJ. Communicative transitions: there’s more to the hand than meets the eye. In: Wetherby AM, Warren SF, Reichle J, editors. Transitions in prelinguistic communication: communication and language intervention series. vol. 7. Baltimore (MD): Paul Brookes Publishing Co; 1998. p. 59–86.
   Google Scholar
• Bates E, Benigni L, Bretherton I, et al. Cognition and communication from nine months to thirteen months: correlational findings. In: Bates E, editor. The emergence of symbols: cognition and communication in infancy. New York (NY): Academic Press; 1979. p. 69–140.
   Google Scholar
• Iverson JM, Goldin-Meadow S. What’s communication got to do with it? Gesture in children blind from birth. Dev Psychol. 1997;33(3):453–467.
   PubMed Web of Science ®Google Scholar
• Bråten S, Trevarthen C. From infant intersubjectivity and participant movements to simulation and conversation in cultural common sense. In: Bråten S, editor. On being moved: from mirror neurons to empathy. Amsterdam: John Benjamins Publishing Co; 2007. p. 21–34.
   Google Scholar
• Ratner N, Bruner J. Games, social exchange and the acquisition of language. J Child Lang. 1978;5(3):391–401.
   PubMed Web of Science ®Google Scholar
• Alimovic S. Emotional and behavioural problems in children with visual impairment and multiple disabilities. J Intellect Disabil Res. 2013;57(2):153–160.
   PubMed Web of Science ®Google Scholar
• Gul H, Erol N, Akin DP, et al. Emotional availability in early mother-child interactions for children with autism spectrum disorders, other psychiatric disorders, and developmental delay. Infant Ment Health J. 2016;37(2):151–159.
   PubMed Web of Science ®Google Scholar
• Nachshen JS. Empowerment and families: building bridges between parents and professionals, theory and research. J Dev Disabil. 2004;11(1):67–75.
   Google Scholar
• Dunst CJ, Trivette CM. Helping, helplessness, and harm. In: Witt JC, Elliott SN, Gresham FM, editors. Handbook of behavior therapy in education. New York (NY): Plenum Press; 1988. p. 343–376.
   Google Scholar
• Carpenter B. Empowering parents: the use of a parent as research paradigm in early intervention. J Child Fam Stud. 1997;6(4):391–398.
   Google Scholar