Abstract
In the present intervention study, 16 professional educators were trained to respond more adequately to a target set of interactive behaviors and independent child behaviors on the part of four 7- to 11-year-old deafblind children. The mean percentage adequate educator responses to the target behaviors of the children was found to increase by 20.2% across educators and remain above baseline during follow-up despite changes in staff following intervention. Comparable intervention effects were observed for the four children. Both the percentage appropriate interactive child behaviors and the percentage independent child behaviors increased by 29.3 and 38.1%, respectively, across the children and remained well above the baseline level during follow-up.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
REFERENCES
Barlow, D. H., and Hersen, M. (1984). Single Case Experimental Designs. Strategies for Studying Behavior Change, 2nd edn. Pergamon Press, New York.
Burgio, L. D., Whitman, T. L., and Reid, D. H. (1983). A participative management approach for improving direct-care staff performance in an institutional setting. J. Appl. Behav. Anal. 16:37–53.
Carlson, E. A., and Sroufe, L. A. (1995). Contribution of attachment theory to developmental psychopathology. In D. Cicchetti, and D.J. Cohen (eds.), Developmental Psychopathology. Vol. 1: Theory and Methods, pp. 581–617. Wiley, New York.
Chen, D., and Haney, M. (1995). An early intervention model for infants who are deaf-blind. J. Vis. Impairment and Blindness 89(3):213–221.
Duker, P., Didden, R., and Seys, D. (1993). Probleemgedrag bij zwakzinnigen. Analyse en Behandeling [Problem Behaviors in Mentally Retarded Persons. Analysis and Treatment], De Tijdstroom, Utrecht, The Netherlands.
Durand, V. M., and Berotti, D. (1991). Treating behavior problems with communication. Am. Speech Lang. Assoc. 33:37–39.
Durand, V. M., and Crimmins, D. B. (1992). Motivation Assessment Scale, Monaco Associates, Topeka, KS.
Dyer, K., Schwartz, I. S., and Luce, S. C. (1984). A supervision program for increasing functional activities for severely handicapped students in a residential setting. J. Appl. Behav. Anal. 17:249–259.
Harchik, A. E., Anderson, M. Thomson, R., Forder, K., Feinberg, L., Rivest, S, and Luiselli, J. K. (2001). Evaluation of a participatory, competency-based model of staff training in a community habilitative setting. Behav. Interv. 16:1–13.
Janssen, M. J., Riksen-Walraven, J. M., and van Dijk, J. P. M. (2002). Enhancing the quality of interaction between deafblind children and their educators. J. Dev. Phys. Disab. 14(1):87–108.
Kazdin, A. E. (1977). Artifact, bias, and complexity of assessment: The ABC's of reliability. J. Appl. Behav. Anal. 10:141–150.
Marks, S. B. (1998). Understanding and preventing learned helplessness in children who are congenitally deaf-blind J. Vis. Impairment Blindness, 93:200–212.
Rasing, E. J. (1993). Acquisition and Generalization of Social Behaviors in Language Disabled Deaf Persons. Dissertation. University of Nijmegen, Nijmegen, The Netherlands.
Rasing, E. J., and Duker, P. C. (1992). Effects of a multifaceted training procedure on the acquisition and generalization of social behaviors in language disabled deaf children. J. Appl. Behav. Anal. 25:723–734.
Reichle, J., York, J., and Sigafoos, J. (1991). Implementing Augmentative and Alternative Communication. Strategies for Learners With Severe Disabilities, Paul H. Brookes, Baltimore.
Rowland C., and Schweigert, Ph. (1997). Overcoming Helplessness: Hands-On Problem Solving Skills for Children With Deafblindness. Final Report. Washington State University, Vancouver, WA.
Seys, D. M. (1987). Kwaliteit van zorg: zorg voor kwaliteit. Analyse en beïnvloeding van frequentie en kwaliteit van bewoner gerichte zorguitvoering door groepsleid(st)ers in de residentiële zwakzinnigenzorg [Quality of Care: Care for Quality. Analysis and Modification of Frequency and Quality of Client-Guided Care by Residential Staff], Dissertation. Katholieke Universiteit Nijmegen, Nijmegen, The Netherlands.
Shore, B. A., Iwata, B. A., Vollmer, T. R., Lerman, D. C., and Zarcone, J. R. (1995). Pyramidal staff training in the extension of treatment for severe behavior disorders. J. Appl. Behav. Anal. 28:323–332.
Siegel-Causey, E., and Downing, J. (1987). Nonsymbolic communication development. In L. Goetz, D. Guess, and K. Stremel-Campbell (eds.), Innovative Program Design for Individuals With Dual Sensory Impairments, pp. 15–48. Paul H. Brooks, Baltimore.
Sisson, L. A., Hersen, M., and Van Hasselt, V. B. (1993). Improving the performance of youth with dual sensory impairment: Analyses and social validation of procedures to reduce maladaptive responding in vocational and leisure settings. Behav. Ther. 24:553–571.
van Dijk, J., Carlin, R., and Hewitt, H. (1991). Persons Handicapped by Rubella. Victors and Victims. A follow-Up Study, Swets & Zeitlinger, Lisse.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Janssen, M.J., Riksen-Walraven, J.M. & van Dijk, J.P.M. Enhancing the Interactive Competence of Deafblind Children: Do Intervention Effects Endure?. Journal of Developmental and Physical Disabilities 16, 73–94 (2004). https://doi.org/10.1023/B:JODD.0000010040.54094.0f
Issue Date:
DOI: https://doi.org/10.1023/B:JODD.0000010040.54094.0f