47 results on '"Maes, Bea"'
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2. Analysis of Early Expressive Communicative Behaviour of Young Children with Significant Cognitive and Motor Developmental Delays
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Dhondt, Ann, Van keer, Ines, van der Putten, Annette, and Maes, Bea
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Background: Related to the target group of young children with a significant cognitive and motor developmental delay, the aims of this study were to obtain more insight into (the interrelations between) several characteristics of these children's expressive communicative behaviour and to explore associations between child behaviour, partner behaviour and contextual factors. Methods: A coding scheme was specifically developed and used to code observational data of 38 children. Three different communication-eliciting situations were video recorded. Potential communicative acts were detected, described, coded and counted within various coding categories. Data analysis mainly involved chi-square tests in combination with Cramer's V and Friedman's two-way analysis of variance by ranks. Findings: Potential communicative acts of young children with significant cognitive and motor developmental delay can be described in terms of focus, used modalities, level of initiative, communication complexity, signs of functionality and signs of emerging intentionality. The communicative focus of the children is mostly elicited by the prompt given by the communication partner and relates to certain behavioural modalities. Specific scaffolding behaviours of the partner are associated with the communication complexity of the children. Conclusion: This study provides some concrete suggestions on how to organise the interaction with these children.
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- 2023
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3. Gesture-Speech Integration Is Related to Vocabulary Skills in Children with Developmental Language Disorder, Williams Syndrome and Typical Development
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Rombouts, Ellen, Leenen, Liesl, Maes, Bea, and Zink, Inge
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Background: Individuals with developmental language disorder or Williams syndrome are reported to use more gestures than individuals with typical development. However, these two groups differ considerably in visuospatial and language skills, two skills that are hypothesized to shape gesture rate. Aims: We first examined whether children with both developmental language disorder and children Williams syndrome do indeed use more gestures. Our second aim was to disentangle the role of vocabulary and visuospatial skills in the use of supplementary gestures (i.e., containing unique information). To account for participant heterogeneity, analyses included both group comparisons and vocabulary and visuospatial skills at an individual level. As a third aim, the role of visuospatial skills was further examined in relation to gestures containing spatial content. Methods & Procedures: In a cross-sectional group design, three participant groups watched and then retold a cartoon--children with typical development (n = 25), children with developmental language disorder (n = 25) and children/young people with Williams syndrome (n = 14). Their narrations were transcribed and hand gestures were coded based on gesture-speech integration (redundant, adds information to particular lexical items, gives information that is entirely absent from speech) and spatial content. Participants' expressive vocabulary and visuospatial skills were measured. Outcomes & Results: Between-group comparisons showed that individuals with developmental language disorder or Williams syndrome did indeed use more gestures. Poisson loglinear modelling demonstrated that a relative higher use of supplementary gestures was determined by lower expressive vocabulary skills. Neither the group distinction nor visuospatial skills shaped the supplementary gesture rate nor spatial gesture rate. Conclusions & Implications: Regardless of neurodevelopmental condition or typical development, a higher use of supplementary gestures was influenced by expressive vocabulary skills. Children with lower vocabulary skills spontaneously capitalized on the multimodality of communication to express constituents that were not present in their verbal speech. This finding is a promising starting point for future gesture intervention studies examining whether implicit modelling of gesture use can encourage gestures even more in these children and if this allows them to achieve higher linguistic complexity. On a methodological note, the observed intra-group skill variability demonstrates that group comparisons need to be complemented with correlational measures accounting for skills at an individual level.
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- 2023
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4. Describing the Communicative Profiles of Young Children with a Significant Cognitive and Motor Developmental Delay
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Dhondt, Ann, Van keer, Ines, Ceulemans, Eva, van der Putten, Annette, and Maes, Bea
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The communicative behavior of young children with significant cognitive and motor developmental delays is generally considered to be limited, idiosyncratic and non-intentional. At present, changes between and within children over time regarding their communicative behavior are hard to detect. This article describes an exploratory observational study that draws on data from the first data point of 38 children who are participating in a longitudinal project on the developmental trajectories of children with significant cognitive and motor developmental delays. The aims of this study were to (a) describe the participants' communicative behavior in detail with communication-related variables that reflect differences across individuals, (b) create summarizing variables and (c) explore whether subgroups of children can be detected. A self-developed coding scheme and descriptive statistics combined with correlational analyses were used, followed by a principal component analysis and visual inspection of the outcome of this analysis. The within-group differences related to communicative behavior was characterized using 16 variables. Based on these variables, three overarching components were formulated: communication proficiency, Expressions of Discomfort and Rejection and Differentiation According to Focus. All participating children were found to be unique in terms of their component scores and the relationship among their component scores.
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- 2023
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5. A Tailored Approach to Supporting Parent-Child Attachment in Families with Children with Severe Disabilities: Matching Interventions to Needs
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Vandesande, Sien, Bosmans, Guy, Sterkenburg, Paula, Schuengel, Carlo, and Maes, Bea
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Parents of children with severe disabilities have differing attachment-related support needs. An online vignette study with 25 experts, working in academia and/or clinical practice, was conducted to reflect upon the task of matching intervention components to families, based on their attachment strengths and needs. In two online rounds, the experts first completed an inventory of intervention (n = 25) components and second, they prioritised three components for particular families (n = 22). In addition, they reflected upon their argumentations for selecting these intervention components on different levels, either closely or more remotely connected to the children with disabilities themselves. The most common intervention choice across experts was to converse with parents to increase their understanding in the child's behaviours and communication. Experts justified their choices at various levels (child, parent, family unit, broader environment and professional). In that way, the current study provided an overview of the large number of elements that professionals and policy need to take into account when providing tailored intervention trajectories to these families. Systematically reflecting upon parents' attachment-related perceptions, strengths and (support) needs can furthermore stimulate professionals to prioritise their actions. It should, however, be embedded in a broader (diagnostic and contextual) intake procedure.
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- 2023
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6. The Relation between Gestures and Stuttering in Individuals with Down Syndrome
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Maessen, Babette, Rombouts, Ellen, Maes, Bea, and Zink, Inge
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Background: Evidence shows that neurotypical individuals who stutter use fewer gestures than those who do not stutter. Presently, no research exists about the interaction of stuttering and gestures in individuals with Down syndrome. Method: Twenty-nine individuals with Down syndrome (7-19 years) of whom 16 stuttered and 13 spoke fluently and 20 neurotypical children (3-10 years) of whom 8 stuttered and 12 spoke fluently participated in this study. In spontaneous speech transcriptions, stuttering events and gestures were coded. Results: Comparisons of gesture frequency during stuttered and fluent speech inside the Down syndrome and neurotypical group show that the Down syndrome group uses significantly more gestures during stuttered than during fluent speech while no significant difference is seen in the neurotypical group. Conclusions: There is some preliminary evidence that individuals with Down syndrome try to compensate for their stuttering events, however, analyses on word level are necessary to confirm a successful compensation.
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- 2022
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7. 'We Can't Do It Alone': Perceived Social Support in Parents of Children with a Significant Cognitive and Motor Developmental Delay
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Van Keer, Ines, Van Leeuwen, Karla, and Maes, Bea
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Background: It is generally acknowledged that parent social support is an important target for intervention. To explore the specific needs of parents of young children with a significant cognitive and motor developmental delay (SDD), we aim to chart the sources and perceived sufficiency of the social support they receive. Method: Within the context of a broader project, 42 parents of a young child with SDD filled out a questionnaire on contextual factors, including information on social support. Results: The majority of parents reported to receive (more than) sufficient support. Insufficiency is primarily reported with regard to practical support. Apart from the partner, grandparents of the child were the most common source of support. Conclusions: This study confirms the importance of professional support and work-life balance within this specific target group. Specific attention for practical support needs seems warranted considering the high basic care needs of these children.
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- 2022
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8. The Attachment Strengths and Needs Interview for Parents of Children with Severe or Profound Intellectual Disabilities: An Acceptability and Feasibility Study
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Vandesande, Sien, Bosmans, Guy, Sterkenburg, Paula, Schuengel, Carlo, and Maes, Bea
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Background: The feasibility and acceptability was explored of the newly-constructed Attachment Strengths and Needs Interview for parents of children with severe or profound intellectual disabilities. Method: A partially mixed methods approach (with focus on the quantitative data) was used to clarify parents' and professionals' viewpoints regarding the acceptability of the interview through websurvey-ratings. Results: Parents generally felt appreciated during or after the interview, were motivated to work on the proposed goals and felt the interview covered their actual needs, but were, however, more neutral on the aspects of reflection and learning. Professionals indicated that the interview gathered sufficient information on most elements of interest at the start of an intervention trajectory, but generally missed information on the origins of parents' questions and the families' expectations towards taking part in an intervention. Conclusions: The current study showed preliminary support for the feasibility and acceptability of the Attachment Strengths and Needs Interview, as part of a broader intake procedure, to inform attachment-focused interventions for parents of children with disabilities by identifying their strengths and needs.
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- 2022
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9. The Social-Emotional Functioning of Young Children with a Significant Cognitive and Motor Developmental Delay
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Vandesande, Sien, Van keer, Ines, Dhondt, Ann, and Maes, Bea
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Children with a significant cognitive and motor developmental delay (SDD) are vulnerable for the development of (future) behavioral and mental health problems. This paper aims to assess the social-emotional functioning of these children, both globally and in various domains. Semi-structured interviews with one or more primary caregiver(s) of 45 children were conducted and analyzed on 13 domains of social-emotional functioning, according to the Scale for Emotional Development - Revised (SED-R). The SED-R scoring system was slightly adapted in the current study in order to elucidate more subtle differences between children. A general delayed social-emotional development was found, with children functioning within different phases across domains and certain domains generally showing higher or lower scores. To capture the emotional needs of children with SDD, a more disaggregated scoring system seems valuable so that both the global level and the level per domain can be taken in consideration in designing interventions.
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- 2022
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10. Changes in the Social-Emotional Functioning of Young Children with a Significant Cognitive and Motor Developmental Delay across a Two-Year Period
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Van keer, Ines, Vandesande, Sien, Dhondt, Ann, and Maes, Bea
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Children with a significant cognitive and motor developmental delay (SDD) are vulnerable for the development of (future) behavioral and mental health problems. To support children within this target group, knowledge on their social-emotional development is necessary. Therefore, in this paper, an explorative assessment of the changes in the social-emotional functioning of children with SDD over a two-year period was done. Yearly semi-structured interviews with one or more primary caregiver(s) of 25 children were conducted and analyzed on 13 domains of social-emotional functioning, according to an adapted version of the Scale for Emotional Development - Revised (SED-R). This study showed a lot of variation in individual and group patterns of change across the two-year period. Charting the social-emotional development in this target group is challenging and requires further in-depth analysis of individual trajectories as well as more fine-grained and long-term data collection.
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- 2022
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11. Family-Centered Practices in Home-Based Support for Families with Children with an Intellectual Disability: Judgments of Parents and Professionals
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Vanderkerken, Lien, Heyvaert, Mieke, Onghena, Patrick, and Maes, Bea
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Background: The realization of the family-centered approach (FCA) in home-based support (HBS) for families with children with an intellectual disability (ID) in Flanders was investigated, and parents' and family workers' perspectives were compared. The relation between parents' educational level, the family worker's education, and his/her experience in HBS; and parents' and family workers' judgments on the realization of the FCA was considered. Method: Parents (N ¼ 58 families) and family workers (N ¼ 46) completed the helpgiving practices scale and the enabling practices scale. Results: The FCA was largely present, parents rated its realization higher than family workers. Considering family workers' answers, parents' educational level appeared an important factor for parental autonomy. Conclusions: The study confirms recent research on the realization of the FCA. Including different perspectives, a nuanced view on the realization of the FCA was obtained. Further research on the concrete meaning, interpretation, and elaboration of the FCA is needed.
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- 2021
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12. In Search of a Novel Way to Analyze Early Communicative Behavior
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Dhondt, Ann, Van keer, Ines, Nijs, Sara, van der Putten, Annette, and Maes, Bea
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The aim of this study was to develop a coding scheme that enables researchers and practitioners to conduct a detailed analysis of the communicative behavior of young children with significant cognitive and motor developmental delays. Currently, there is a paucity of methods to do conduct such an analysis. For the study, video observations of three different scenarios from 38 children with significant cognitive and motor developmental delays aged between 12 and 54 months, were used. Findings from the video observations served as the primary means for development of the coding scheme, which comprises three main categories -- context, partner behavior, and individual behavior -- and several subcategories. The coding scheme was used to document the early expressive communicative behavior of persons with significant cognitive and motor developmental delays in a detailed manner. This fine-grained information is necessary to differentiate children based on their communicative abilities, to monitor their communicative development longitudinally, and to inform person-centered communicative interventions.
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- 2021
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13. Looking Back, Looking Forward: Methodological Challenges and Future Directions in Research on Persons with Profound Intellectual and Multiple Disabilities
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Maes, Bea, Nijs, Sara, Vandesande, Sien, Van keer, Ines, Arthur-Kelly, Michael, Dind, Juliane, Goldbart, Juliet, Petitpierre, Geneviève, and Van der Putten, Annette
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Background: Within the context of the Special Interest Research Group (SIRG) on Persons with Profound Intellectual and Multiple Disabilities (PIMD), researchers often discuss the methodological problems and challenges they are confronted with. The aim of the current article was to give an overview of these challenges. Methods: The challenges are centred on six topics. These reflect the main components of a study's design: (a) participant demarcation, (b) participant recruitment, (c) data collection and instruments, (d) data analysis, (e) ethics/including the "voice" of persons with PIMD and (f) theoretical models. Results: Next, to describing the specific challenges, possible solutions and pathways to address them are discussed. These are illustrated by recent studies by the authors and other researchers in the field. Conclusions: The current contribution wants to stimulate further discussion and exchange of ideas, and the development of creative research techniques.
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- 2021
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14. The Role of Professionals in Strengthening Social Relations of Adults with a Disability in Independent Supported Living: Practices and Influencing Factors
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Meys, Evy, Hermans, Koen, and Maes, Bea
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Background: Professionals play an important role in supporting the social relations of persons with a disability. This study looks at professional practices supporting or strengthening social relations of persons in independent supported living, by integrating the perspectives of adults with a disability, network members and professionals. Method: Fifty-one semi-structured interviews were carried out. Results: Identified practices were: facilitating social situations, connecting with current and new network members, getting to know the person with a disability really well, delivering person-directed work, being a sounding board, being a safety net, working with an empowering attitude, seeing and exploiting opportunities. Influencing factors were related to the person with a disability, the professional, the network members and the broader environment. Conclusion: Identified practices were small actions rather than structured or programmatic interventions. An unique combination and complex interplay of factors was found within each case, where negative factors could be counterbalanced by positive factors.
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- 2021
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15. Key Word Signing Has Higher Iconicity than Sign Language
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Rombouts, Ellen, Maessen, Babette, Maes, Bea, and Zink, Inge
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Purpose: Key word signing (KWS) entails using manual signs to support the natural speech of individuals with normal hearing and who have communication difficulties. While manual signs from the local sign language may be used for this purpose, some KWS systems have opted for a distinct KWS lexicon. Distinct KWS lexicon typically aims for higher sign iconicity or recognizability to make the lexicon more accessible for individuals with intellectual disabilities. We sought to determine if, in the Belgian Dutch context, signs from such a distinct KWS lexicon (Spreken Met Ondersteuning van Gebaren [Speaking With Support of Signs; SMOG]) were indeed more iconic than their Flemish Sign Language (FSL) counterparts. Method: Participants were 224 adults with typical development who had no signing experience. They rated the resemblance between a FSL sign and its meaning. Raw data on the iconicity of SMOG from a previous study were used. Translucency was statistically and qualitatively compared between the SMOG lexicon and their FSL counterparts. Results: SMOG had an overall higher translucency than FSL and contained a higher number of iconic signs. Conclusion: This finding may support the value of a separate sign lexicon over using sign language signs. Nevertheless, other aspects, such as wide availability and inclusion, need to be considered.
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- 2020
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16. Communicative Abilities in Young Children with a Significant Cognitive and Motor Developmental Delay
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Dhondt, Ann, Van keer, Ines, van der Putten, Annette, and Maes, Bea
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Background: Children with a significant cognitive and motor developmental delay are pre-symbolic communicators. The primary aim of this study was to reveal the variability within the communicative functioning of this group of children in terms of communication level, the reasons to communicate and behavioural expressions. Methods: Twenty-six children between 14 and 58 months with a significant cognitive and motor developmental delay were recruited. The Communication Matrix of Rowland (2011, "Communication Disorders Quarterly," 32, 190) was used to integrate different sources of information on the children's communicative functioning. Results: These children primarily communicated at the level of pre-intentional and intentional behaviour, aimed at refusing, obtaining and, to a lesser extent, social purposes. Conclusions: To develop or adapt early intervention strategies, and to monitor progress in communicative development, an even more nuanced view on these children's communicative utterances in terms of frequency, duration, idiosyncrasy and context relatedness is needed.
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- 2020
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17. How to Improve the Quality of Life of Elderly People with Intellectual Disability: A Systematic Literature Review of Support Strategies
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Schepens, Hadewych R. M. M., Van Puyenbroeck, Joris, and Maes, Bea
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Background: The increased life expectancy of people with intellectual disability intensifies the need for age-specific support. Research on effects of support strategies on quality of life (QoL) of these people remains scattered. Methods: A systematic search of peer-reviewed publications since 1995 was performed, with participants having intellectual disability and being aged =50 years. Studies include experimental, observational and exploratory designs, analysing links between support strategies and QoL outcomes. The present authors adopted a narrative approach. Results: The present authors found 73 articles, assessed their quality, thematically categorized interventions into 12 themes, and listed them with their stated relationships to QoL. Conclusions: The studies indicated the importance of funding, provision and organization of services/personnel, education, and cooperation among different support systems. The provision of good housing or activities, support when these provisions change, provision of (mental) health care, dementia care and end-of-life care, life story work, future planning and support for (I)ADLs are crucial.
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- 2019
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18. Young Children with Significant Developmental Delay Differentiate Home Observed Attachment Behaviour towards Their Parents
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Vandesande, Sien, Bosmans, Guy, Schuengel, Carlo, and Maes, Bea
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Background: The hallmark of attachment is that contact, proximity and relief from stress are sought from specific individuals, laying important groundwork for healthy socioemotional functioning. This study investigated the extent to which differentiated attachment behaviour can be observed in young children with significant developmental delay (DD). Method: Video-taped observations of the parent-child and stranger-child interaction were conducted at home and complemented with questionnaires in 20 families with a child with significant DD (age 2-7 years with an average DD of 49 months). Results: Children displayed more intense and persistent contact-seeking, contact-maintaining and resistant behaviour in the episodes with their parent compared to the episodes with the stranger. Parent-reported secure attachment behaviour was slightly more characteristic towards mother compared to father. Conclusions: Even children with significant DD develop differentiated attachment behaviour. Detailed observations may support parents in identifying the interactions that make the attachment relationship with their child special.
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- 2019
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19. Contextual Factors Influencing the Developmental Characteristics of Young Children with Severe to Profound Intellectual Disability: A Critical Review
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Van keer, Ines and Maes, Bea
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Background: In typical development, primarily contextual factors at the family level are clearly associated with child developmental outcomes. In contrast, knowledge about the contextual factors influencing the developmental characteristics of children (0-12 years) with severe to profound intellectual disability is scarce. Method: Through computerised searches of 4 bibliographic databases, 54 studies were identified. Results: The included studies were characterised by the use of small study populations and nonvalidated research instruments, as well as by strong research designs and detailed reporting of individual results. The majority of the studies evaluated procedures based on behaviourist learning theory, mostly aimed at reducing nonadaptive behaviour or stimulating choice behaviour. The studied factors proved to be generally effective. Conclusions: Family and parenting factors are one of the most striking gaps in the current literature about the development of children with intellectual disability. Also, further research on long-term developmental changes and bidirectional influences is necessary.
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- 2018
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20. The Behavioural Process Underlying Augmentative and Alternative Communication Usage in Direct Support Staff
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Rombouts, Ellen, Maes, Bea, and Zink, Inge
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Background: Research findings suggest that direct support staff use augmentative and alternative communication (AAC) inconsistently. Various staff-related factors have been identified, and researchers agree that these factors somehow interrelate. Therefore, we approached AAC use as a behavioural process and examined the synergy between staff-related factors. Method: Fifteen direct support staff and 10 speech-language/occupational therapists who work with adults who have an intellectual disability and use AAC were individually interviewed. Transcripts were studied using thematic analysis. Results: Three main themes were discerned--consistent versus inconsistent AAC usage in direct support staff; time as a real and virtual barrier; friction in the peer-expert relationship. Conclusions: Direct support staff primarily used AAC when there was an acute need for communication support. In contrast, both direct support staff and speech-language therapists felt that direct support staff should consistently provide augmented input. This discrepancy was driven by team dynamics as well as actual and perceived lack of time.
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- 2017
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21. Joint Attention Behaviours in People with Profound Intellectual and Multiple Disabilities: The Influence of the Context
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Neerinckx, Heleen and Maes, Bea
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Background: In spite of the profound cognitive and physical problems, people with profound intellectual and multiple disabilities (PIMD) are able to develop joint attention behaviours (JAB) and benefit from positive interactions. Aims: To investigate which context factors influence the JAB of people with PIMD. Method: Based on video recordings of 45 participants, JAB and context factors were analysed. Results: An unstructured interaction situation produced the most responses of a person with PIMD, whereas a structured interaction situation produced the most initiatives. Furthermore, the familiarity of the partner and the familiarity of objects used in the interaction had no influence on the JAB. The sensitivity of the interaction partner was positively related to the presence of JAB. Conclusions: Interaction partners of people with PIMD should be aware of both the ability of people with PIMD to use JAB and the influence of different context factors on these JAB.
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- 2016
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22. Video Feedback in Key Word Signing Training for Preservice Direct Support Staff
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Rombouts, Ellen, Meuris, Kristien, and Maes, Bea
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Purpose: Research has demonstrated that formal training is essential for professionals to learn key word signing. Yet, the particular didactic strategies have not been studied. Therefore, this study compared the effectiveness of verbal and video feedback in a key word signing training for future direct support staff. Method: Forty-nine future direct support staff were randomly assigned to 1 of 3 key word signing training programs: modeling and verbal feedback (classical method [CM]), additional video feedback ([superscript +]ViF), and additional video feedback and photo reminder ([superscript +]ViF/R). Signing accuracy and training acceptability were measured 1 week after and 7 months after training. Results: Participants from the [superscript +]ViF/R program achieved significantly higher signing accuracy compared with the CM group. Acceptability ratings did not differ between any of the groups. Conclusion: Results suggest that at an equal time investment, the programs containing more training components were more effective. Research on the effect of rehearsal on signing maintenance is warranted.
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- 2016
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23. Manual Signing in Adults with Intellectual Disability: Influence of Sign Characteristics on Functional Sign Vocabulary
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Meuris, Kristien, Maes, Bea, De Meyer, Anne-Marie, and Zink, Inge
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Purpose: The purpose of this study was to investigate the influence of sign characteristics in a key word signing (KWS) system on the functional use of those signs by adults with intellectual disability (ID). Method: All 507 signs from a Flemish KWS system were characterized in terms of phonological, iconic, and referential characteristics. Phonological and referential characteristics were assigned to the signs by speech-language pathologists. The iconicity (i.e., transparency, guessing the meaning of the sign; and translucency, rating on a 6-point scale) of the signs were tested in 467 students. Sign functionality was studied in 119 adults with ID (mean mental age of 50.54 months) by means of a questionnaire, filled out by a support worker. Results: A generalized linear model with a negative binomial distribution (with log-link) showed that semantic category was the factor with the strongest influence on sign functionality, with grammatical class, referential concreteness, and translucency also playing a part. No sign phonological characteristics were found to be of significant influence on sign use. Conclusion: The meaning of a sign is the most important factor regarding its functionality (i.e., whether a sign is used in everyday communication). Phonological characteristics seem only of minor importance.
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- 2014
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24. Social Peer Interactions in Persons with Profound Intellectual and Multiple Disabilities: A Literature Review
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Nijs, Sara and Maes, Bea
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Social interactions may positively influence developmental and quality of life outcomes. Research in persons with profound intellectual and multiple disabilities (PIMD) mostly investigated interactions with caregivers. This literature review focuses on peer interactions of persons with PIMD. A computerized literature search of three databases was conducted. Based on specific inclusion criteria eight articles were selected. In these studies, social peer interaction was not clearly operationalized. More interactions with typically developing peers were observed compared to interactions with peers with PIMD. Both groups of peers can be trained to interact or to use technological support systems during peer interactions. After training, interactions with peers increased and interactions with professionals during peer interactions decreased. Interactions with normally developing peers positively influenced specific behaviours of persons with PIMD. Not much research is available on peer interactions of persons with PIMD, especially peer interactions between persons with PIMD remain unclear.
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- 2014
25. Critical Appraisal of Mixed Methods Studies
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Heyvaert, Mieke, Hannes, Karin, and Maes, Bea
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In several subdomains of the social, behavioral, health, and human sciences, research questions are increasingly answered through mixed methods studies, combining qualitative and quantitative evidence and research elements. Accordingly, the importance of including those primary mixed methods research articles in systematic reviews grows. It is generally known that the critical appraisal of articles is an essential step in the development of a methodologically sound review. This article provides an overview of the available critical appraisal frameworks developed to evaluate primary mixed methods research articles. In addition, we critically compare and evaluate these frameworks and the quality criteria they include.
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- 2013
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26. Interaction with a Person with Profound Intellectual and Multiple Disabilities: A Case Study in Dialogue with an Experienced Staff Member
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Hostyn, Ine and Maes, Bea
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Background: The aim of this descriptive single case study was to describe a unique interaction with a person with profound intellectual and multiple disabilities (PIMD) in a holistic way--focusing on the client, the staff member, and the interacting dyad--and to include the experiential knowledge of the interaction partner. Method: A videotaped interaction of the staff--client dyad was analysed by triangulating data from video analysis, documents, observational rating scales, and an interview with the staff member. Results: The interactional pattern revealed in this study is that of a staff member who offers an activity that is considered to be stimulating for the client, by using a variety of initiatives and structuring strategies, and a client who is alert and responsive, but has limited chances to take own initiatives. Rather low scores were obtained on observations from a dialogical perspective. Conclusions: This study highlights the value of video analysis for practitioners, demonstrates the usefulness of describing an interaction episode supported by an integrative theoretical framework, and confirms the importance of combining observations by an independent researcher with experiential staff knowledge.
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- 2013
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27. Expressive Vocabulary Acquisition in Children with Intellectual Disability: Speech or Manual Signs?
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Vandereet, Joke, Maes, Bea, Lembrechts, Dirk, and Zink, Inge
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Background: The aim of this study was to examine the degree to which children with intellectual disability (ID) depend on manual signs during their expressive vocabulary acquisition, in relation to child and social-environmental characteristics. Method: Expressive vocabulary acquisition in speech and manual signs was monitored over a 2-year period in 23 children with ID using parent report. The children's cognitive, communicative, and vocabulary comprehension skills were measured at baseline. Speech-language pathologists' and parents' use of and attitudes towards manual signs were measured using self-report. Results: Four distinct profiles of vocabulary acquisition were evident. Those children who initially demonstrated the most significant cognitive, communicative, and comprehension delays acquired the smallest expressive vocabularies during follow-up, yet these variables were not related to the children's degree of dependence on manual signs. Conclusions: Specific cognitive, communicative, and comprehension skills relate to vocabulary acquisition. The same skills that allow for speech development seem to be fundamental to the acquisition of manual signs. (Contains 1 table and 1 figure.)
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- 2011
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28. Applying Mixed Methods Research at the Synthesis Level: An Overview
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Heyvaert, Mieke, Maes, Bea, and Onghena, Patrick
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Historically, qualitative and quantitative approaches have been applied relatively separately in synthesizing qualitative and quantitative evidence, respectively, in several research domains. However, mixed methods approaches are becoming increasingly popular nowadays, and practices of combining qualitative and quantitative research components at the primary empirical study level recently have increased significantly in frequency. Nonetheless, this mixing of methods is only seldom considered and adapted at the synthesis level. Thus, we presented an overview of the recent developments concerning mixing methods at the synthesis level, and explored the possible contributions and challenges of mixed methods research to the integration of qualitative and quantitative research at this level. (Contains 1 figure and 2 tables.)
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- 2011
29. Self-Injurious Behavior in People with Profound Intellectual Disabilities: A Meta-Analysis of Single-Case Studies
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Denis, Jo, Van den Noortgate, Wim, and Maes, Bea
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The limitations people with profound intellectual disabilities experience in functioning contribute to a vulnerability to self-injurious behavior. Since this problem behavior has important negative consequences for people concerned, examining the effectiveness of treatments is important. In the current meta-analysis, single-case studies investigating non-aversive, non-intrusive forms of reinforcement were combined using hierarchical linear models. This analysis revealed that the average effect of treatment was relatively large and statistically significant. Further, significant variance was observed between both studies and participants. In addition, some evidence was found for a moderator effect of sensory impairment. Finally, no statistically significant moderator effects of medication, motor impairment, setting, age, gender, matching of treatment with behavioral function and contingency were found.
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- 2011
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30. Predicting Expressive Vocabulary Acquisition in Children with Intellectual Disabilities: A 2-Year Longitudinal Study
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Vandereet, Joke, Maes, Bea, Lembrechts, Dirk, and Zink, Inge
- Abstract
Purpose: This study's objectives were to describe expressive vocabulary acquisition in children with intellectual disabilities (ID) and to examine specific pre- and early linguistic behaviors used to request and comment, chronological age, cognitive skills, and vocabulary comprehension as predictors of expressive vocabulary. Method: This study included 36 children with ID, age 3;00 (years;months) to 6;05, with an average initial expressive vocabulary of 67 words. Expressive vocabulary acquisition was longitudinally followed over a 2-year period based on 4-monthly administrations of the Dutch version of the MacArthur Communicative Development Inventory/Words and Gestures (I. Zink & M. Lejaegere, 2002). Specific pre- and early linguistic behaviors used to request and comment as well as cognitive skills and vocabulary comprehension were measured at baseline. Results: Individual growth modeling indicated that vocabulary comprehension was the only unique predictor of initial expressive vocabulary. Subsequent vocabulary growth was uniquely predicted by proportion of bimodal gesture + vocalization comments, chronological age, and cognitive skills. Conclusions: The results of this study underscore the great heterogeneity in expressive vocabulary skills in children with ID. The importance of prelinguistic communication, chronological age, cognitive skills, and vocabulary comprehension for explaining differences in expressive vocabulary skills is discussed.
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- 2010
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31. Eliciting Proto-Imperatives and Proto-Declaratives in Children with Intellectual Disabilities
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Vandereet, Joke, Maes, Bea, and Lembrechts, Dirk
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Background: Although high-structured elicitation tasks have been shown to be efficient means to sample communication in children with intellectual disabilities, their validity and reliability remain to be evaluated. The aims of this study were threefold: (i) to evaluate the eliciting potential, (ii) to examine the utterance forms of proto-imperative and proto-declarative intentions, and (iii) to evaluate the reliability of two high-structured elicitation tasks. Methods: Twenty-eight children with intellectual disabilities participated in a standard assessment battery, consisting of a formal language assessment, a parent questionnaire, an elicitation task for proto-imperatives, and an elicitation task for proto-declaratives. Results: The elicitation tasks elicited significantly more proto-imperatives than proto-declaratives; with proto-imperatives being predominantly expressed with gestures and proto-declaratives predominantly with vocalizations. Furthermore, medium to large correlations were found between the elicitation tasks and the other communication and language instruments. Conclusions: Several factors need to be considered to account for the observed differences in frequency and utterance forms of the elicited proto-imperatives versus proto-declaratives. Nevertheless, the results overall suggest that the elicitation tasks for proto-imperatives and proto-declaratives can be reliably used in children with intellectual disabilities.
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- 2010
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32. Psychometric Evaluation of the Dutch Version of the Mood, Interest and Pleasure Questionnaire (MIPQ)
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Petry, Katja, Kuppens, Sofie, Vos, Pieter, and Maes, Bea
- Abstract
Recently, several instruments have been developed to measure the subjective component of the quality of life (QOL) of people with profound intellectual and multiple disabilities (PIMD). A next step, however, must be the further validation of these instruments. The present study aimed at evaluating the psychometric properties of one of these instruments, the Dutch version of the Mood, Interest and Pleasure Questionnaire (MIPQ). The MIPQ is a 25-item Likert scale questionnaire with two subscales (Mood and Interest and Pleasure). The MIPQ and the Aberrant Behavior Checklist were completed on 360 participants with severe or profound intellectual disabilities. About 27% of these participants were included in an examination of test-retest of and the inter-rater reliability of the MIPQ. The results suggest that the proposed two-factor structure did not show an adequate fit to our data. An exploratory factor analysis revealed a three-factor structure with positive mood, negative mood and interest as three correlated but distinct subscales. These results are in concurrence with the literature on positive emotions. High internal consistency (alpha greater than or equal to 0.80), high inter-rater (r greater than or equal to 0.69) and high test-retest reliability (r greater than or equal to 0.86) were found, which indicates the reliable use of the MIPQ in the population of people with PIMD. Strong negative correlations between the MIPQ total score and the Aberrant Behavior Checklist's "lethargy, social withdrawal" subscale provides some evidence of the construct validity of the MIPQ. However, further validation of the MIPQ including other measures of subjective well-being is warranted. (Contains 5 tables.)
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- 2010
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33. Interaction between Persons with Profound Intellectual and Multiple Disabilities and Their Partners: A Literature Review
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Hostyn, Ine and Maes, Bea
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Background: High quality interactions are of crucial importance for quality of life of persons with profound intellectual and multiple disabilities (PIMD). This literature review describes and synthesises studies addressing the interaction between persons with PIMD and their partners. Method: A computerised literature search using defined inclusion criteria yielded 15 articles. Results: The literature analysis revealed four components important in interactions: sensitive responsiveness, joint attention, co-regulation, and an emotional component. The abilities and disabilities, interactive behaviours, and personality of persons with PIMD influence these interactions. Additional influences are the partners' interactive strategies, knowledge, and perceptions and the context of the interaction. Conclusions: An overview model integrates the results and forms a vehicle to facilitate our understanding of interactions with persons with high support needs. Methodological analyses of the studies show lacunae in current research. This review offers a starting point to guide future research and intervention.
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- 2009
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34. Analysis of Staff Reports on the Frequency of Challenging Behaviour in People with Severe or Profound Intellectual Disabilities
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Lambrechts, Greet and Maes, Bea
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The main goal of this study was to investigate whether staff members vary in their frequency reports on challenging behaviour concerning the same client. Because staff's approaches of challenging behaviour are affected by a range of staff characteristics, we hypothesised that these staff characteristics could explain this variability between staff members. We used questionnaires to investigate the influence of staff's age, gender, experience in working with people with intellectual disabilities, working hours, professional qualifications, sort of education, and their emotional reactions and beliefs regarding the challenging behaviour. This study involved 152 staff members and 51 clients with severe or profound intellectual disabilities who displayed self-injurious behaviour, stereotyped behaviour, and/or aggressive/destructive behaviour. A part of the variability between staff's reports on the frequency of challenging behaviour was indeed explained by differences between the staff members. Working hours, internal attribution, gender, and experience in working with people with severe or profound intellectual disabilities turned out to be influencing variables. Summarising, staff members differ in their reports on the frequency of challenging behaviour. To get an accurate picture of a client's challenging behaviour, perceptions of several staff members are needed. (Contains 4 tables and 1 figure.)
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- 2009
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35. The Effect of Reminiscence Group Work on Life Satisfaction, Self-Esteem and Mood of Ageing People with Intellectual Disabilities
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Van Puyenbroeck, Joris and Maes, Bea
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Background: This study evaluates the effects of reminiscence group work on the subjective well-being of ageing people with intellectual disabilities. Methods: The content of the successive group work sessions was manipulated as follows: a control-phase with three "current topics" sessions, an experimental phase with six "reminiscence" sessions and finally three "current topics" sessions. Life satisfaction, perceived self-competence and mood were measured by questionnaires, filled in by the participants and direct support workers. Results: A quasi-experimental pre-test-post-test design (n = 41) did not detect any changes in life satisfaction and perceived self-competence. For mood, a quasi-experimental ABA-design (n = 41) did not yield an experimental treatment effect, but a significant increase in scores was observed over time. Personality characteristics "extraversion" and "emotional stability", but not memory specificity were found to be significant covariates for the mood scores. Conclusion: Although the study's design did not allow us to confirm the effect of reminiscence group work, the analysis nonetheless revealed some useful indications for further research. Also, interviews conducted before and after the programme resulted in positive appraisals of the programme as a worthwhile and meaningful activity for ageing people with intellectual disability.
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- 2009
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36. Psychometric Evaluation of a Questionnaire to Measure the Quality of Life of People with Profound Multiple Disabilities (QOL-PMD)
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Petry, Katja, Maes, Bea, and Vlaskamp, Carla
- Abstract
Because of a shortage of valid instruments to measure the QOL of people with profound multiple disabilities (PMD), the QOL-PMD was developed. In the present study, possibilities for item reduction as well as the psychometric properties of the questionnaire were examined. One hundred and forty-seven informants of people with PMD participated in the study. Fifty items were removed from the questionnaire on the basis of preset criteria. Internal consistency was good for the total questionnaire as well as for the subscales. Evidence of the construct validity of the questionnaire was found. Correspondence between the groups of informants was moderate. The results of this preliminary analysis of the psychometric properties of the QOL-PMD are encouraging, but further validation of the measure is warranted. (Contains 6 tables.)
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- 2009
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37. Measuring the Quality of Life of People with Profound Multiple Disabilities Using the QOL-PMD: First Results
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Petry, Katja, Maes, Bea, and Vlaskamp, Carla
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The present study focused on the objective components of quality of life (QOL) of people with profound multiple disabilities (PMD). More specific, we aimed at evaluating different dimensions of QOL of people with PMD and investigating the association between their QOL and several personal (age, gender, intellectual capabilities, motor limitations, sensory limitations, physical and mental health status) as well as setting characteristics (location of the setting, type of setting, size of the setting, group size, group composition, staffing level and staff turnover). As a measure of the QOL of people with PMD we used the QOL-PMD, a questionnaire that we specifically developed for this purpose. To measure the personal and setting characteristics we also used a self-developed questionnaire. Forty-nine people with PMD were selected. For each of these people three informants were chosen who each filled out the QOL-PMD. To account for the clustered nature of the data, data were analysed by means of mixed models. Characteristics regarding the medical condition of the person with PMD turned out to be most strongly associated with the QOL-PMD scores. Other personal characteristics such as age, gender, motor limitations and sensory limitations did not have a significant effect on the QOL-PMD scores. With regard to the setting characteristics, location of the setting and staffing level turned out to have a significant effect on the QOL-PMD scores. (Contains 4 tables.)
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- 2009
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38. Staff Variables that Influence Responses to Challenging Behaviour of Clients with an Intellectual Disability: A Review
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Lambrechts, Greet, Petry, Katja, and Maes, Bea
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This study gives a systematic and recent overview of studies that focus on staff variables that may have an influence on the origin and maintenance of challenging behaviour of clients with an intellectual disability. Thirty three studies were identified through computerized searches of the PsycInfo and ERIC-databases on the basis of specific search terms and inclusion criteria. The results were synthesized by using a narrative thematic synthesis. Many studies discussed staff beliefs about the causes of challenging behaviour and staff stress and emotional reactions to challenging behaviour. Furthermore, the relationship between attributions and emotions and between emotional reactions and levels of optimism and willingness to offer help were investigated. Finally, the least presented topic was staff responses to challenging behaviour. (Contains 1 table.)
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- 2008
39. Adaptation of Flemish Services to Accommodate and Support the Aging of People with Intellectual Disabilities
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Maes, Bea and Van Puyenbroeck, Joris
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The authors attempted to find out to what extent and in which ways, in Belgium, have Flemish services for people with intellectual disability adapted to the specific needs of aging people. A study was undertaken and a questionnaire was developed to address the following research topics: (1) accommodations and personnel, (2) staff working methods, and (3) staff views and attitudes. The questionnaire was completed by 66 coordinating staff members in as many facilities. At the time of our study, these services supported 310 (27%) persons with Down syndrome age 40 years and older and 833 (73%) persons with intellectual disability (other than Down syndrome) age 55 years and older. Adaptations in accommodation and personnel management were obvious in the majority of the participating services. The working methods reflected a person-centered philosophy, regardless of the age-factor. An exploratory factor analysis revealed three different staff approaches: an activating/socializing, disengaging, and methodical. Participation in activities and involvement in social relations have a prominent place in the staff's views. In general, the authors found that about two-thirds of the services have started to modify their accommodation and personnel to the needs of aging people with intellectual disability. The authors note also that the results suggest there is still a lot of work to do in improving staff training, introducing specific working methods, and in altering stereotypical staff attitudes to assure a good "aging in place."
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- 2008
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40. A Review of Critical, Person-Centred and Clinical Approaches to Reminiscence Work for People with Intellectual Disabilities
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Van Puyenbroeck, Joris and Maes, Bea
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The present article reviews reminiscence research with regard to people with intellectual disabilities. Although the term "reminiscence" is not often used in intellectual disability research, the concept offers a useful framework for charting the different approaches in literature, thanks to its multidisciplinary character and eclectic theoretical background. Three main perspectives are identified: a critical approach, in which reminiscence is stimulated to let people with intellectual disabilities become critically aware of their past; a person-centred approach, in which reminiscence serves informational and social purposes; and a clinical approach, in which reminiscence is presented as an alternative diagnostic instrument and/or a "low-threshold" narrative counselling method for people with intellectual disabilities. The three approaches differ in language use, aims, and backgrounds, but there is congruency amongst the approaches in that reminiscence work can strengthen the identity of people with intellectual disabilities, raise self-esteem, and enhance social contacts. The review concludes that a more balanced view of reminiscence, better methodological procedures, and more evaluation studies on the effect and process of reminiscence work are needed in future research. (Contains 1 table.)
- Published
- 2008
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41. Quality-Enhancing Interventions for People with Profound Intellectual and Multiple Disabilities: A Review of the Empirical Research Literature
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Maes, Bea, Lambrechts, Greet, and Hostyn, Ine
- Abstract
Background: This study provides an overview of empirical research on the effectiveness of quality-enhancing interventions for people with profound intellectual and multiple disabilities (PIMD). Method: Through computerised searches of the PsycINFO and ERIC databases, and using several search criteria specifically relating to the target group and to the subject of this review, 16 studies were identified. Results: The interventions described are targeted at the physical and material well-being, emotional well-being, social interactions, choices, and personal development of individuals with PIMD, but do not address community participation and rights. The majority of the studies report positive effects of the interventions on staff and/or client behaviour. However these effects should be interpreted with caution because of methodological and other considerations. Conclusions: Current research gives only limited insight into the effectiveness of quality-enhancing interventions for people with PIMD. To foster evidence-based practice, further studies of larger groups and with more robust designs are warranted. The potential differential effects associated with client characteristics and the context of the implementation should also be considered. (Contains 1 table.)
- Published
- 2007
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42. Description of the Support Needs of People with Profound Multiple Disabilities Using the 2002 AAMR System: An Overview of Literature
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Petry, Katja and Maes, Bea
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This paper gives a description of the support needs of people with profound multiple disabilities (PMD), based on the five basic dimensions of the 2002 AAMR System, being intellectual abilities, adaptive behavior, participation, interaction and social roles, health and context. It is based on a study of the literature concerning the target group. The overview shows that people with PMD have the same needs as other people, with regard to participation, relationships, choices, resources and physical and socio-emotional well-being. Nevertheless, it becomes apparent that the needs of people with PMD require specific support. In order to meet these special needs, a relational perspective on support as well as specific characteristics of the support staff and of the support context are necessary. (Contains 1 figure.)
- Published
- 2007
43. Program Development of Reminiscence Group Work for Ageing People with Intellectual Disabilities
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Van Puyenbroeck, Joris and Maes, Bea
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Background: The goal of this study was to adapt a narrative reminiscence program for the special needs of ageing people with mild/moderate intellectual disabilities. Research has shown that stimulating reminiscence in the elderly can be a meaningful activity, and holds promise for positive effects on well-being. Method: In the first stage (10 weeks), the program was developed with 1 group. Evaluation and adjustments to the program were made based on video recordings, the researcher's log, and feedback from participants and support workers. Formative evaluation was performed by means of a within-group analysis. In the second stage (3 weeks), the program was introduced to 6 other groups. Interviews with professional support workers were subjected to a cross-case analysis. Results: The final program consists of 13 sessions covering different reminiscence themes. The success of reminiscence group work relies on (a) well-prepared and structured sessions, (b) adequate use of visual triggers, and (c) facilitating, coaching and moderating. Conclusion: The program was perceived as a valuable and meaningful activity by all participants. Although reminiscence group work is not therapeutic in nature, it may have therapeutic use for ageing people with intellectual disabilities, and in this sense is worth evaluating. (Contains 1 table and 1 figure.)
- Published
- 2006
44. Identifying Expressions of Pleasure and Displeasure by Persons with Profound and Multiple Disabilities
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Petry, Katja and Maes, Bea
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Background: The aim of this study was to explore a procedure for drafting individualised profiles of how people with profound multiple disabilities express pleasure and displeasure. Method: There were 6 participants with profound multiple disabilities. The procedure involved an observational analysis of videotaped critical incidents by a researcher and a questionnaire for parents and support workers. Results: The procedure is useful for making an individualised profile of the ways a person with profound multiple disabilities expresses his/her pleasure and displeasure. Despite the significant correlation between parents, support workers and the researcher, each has a complementary contribution to make in identifying affective expressions. People with profound multiple disabilities especially use sounds and facial expressions to express pleasure and displeasure and positive or negative moods. Conclusions: The procedure may be useful in services or schools for learning more about the affective communication of these individuals, to determine their specific interests, and to evaluate the effects of living and support characteristics on their well-being.
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- 2006
45. Domains of Quality of Life of People with Profound Multiple Disabilities: The Perspective of Parents and Direct Support Staff
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Petry, Katja, Maes, Bea, and Vlaskamp, Carla
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Background: This study considered the general validity of the basic domains of quality of life that appear in theoretical models, in relation to people with profound multiple disabilities. The authors examined how parents and direct support staff operationalized these basic domains for people with profound multiple disabilities. They investigated the effect of the support setting and age of people with profound multiple disabilities on this operationalization. Methods: A number (n = 76) of parents and direct support staff of people with profound multiple disabilities were interviewed. Transcripts were analysed in depth. Results: Results showed that the five basic domains as described within the model of Felce & Perry ["Research in Developmental Disabilities" (1995) vol. 16, pp. 51-74; "Quality of Life in Health Promotion and Rehabilitation Conceptual Approaches, Issues and Applications" (1996a) Sage Publications; "Quality of Life". "Vol. I: Conceptualization and Measurement" (1996b) American Association on Mental Retardation] were identified spontaneously by more than half of the respondents as being salient for the quality of life of people with profound multiple disabilities. When asked explicitly, this value rose to between 88.2 and 100%. The operationalization of these basic domains by parents and direct support staff differed in several aspects from operationalizations for other target groups. Neither age nor support setting turned out to have a significant effect on the operationalization. Conclusions: The results supported the multidimensionality of quality of life and the validity of the basic domains for people with profound multiple disabilities. The content of the domains of quality of life differed, however, to a considerable extent for people with profound multiple disabilities. Furthermore, these people are extremely dependent on others for the gratification of their needs and therefore for their quality of life.
- Published
- 2005
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46. The Usefulness of Qualitative Case Studies in Research on Special Needs Education
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Ghesquiere, Pol, Maes, Bea, and Vandenberghe, Roland
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Research on special needs education is often very complex and puts specific demands on the methodology used. Data-triangulation, at the very least, is required. In most of our recent research projects on the development of special needs education in Flanders (the Dutch speaking part of Belgium), we have made use of qualitative case studies to describe and understand the complex reality of the innovations taking place in our schools. In this article we discuss some methodological aspects of qualitative case study designs, illustrated with a study on the implementation of inclusive education in Flemish primary schools.
- Published
- 2004
47. Family Factors in the Early Development of Children with Down Syndrome.
- Author
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Hooste, Ann Van and Maes, Bea
- Abstract
This article provides an overview of important family and environmental factors that affect early development of infants and children with Down syndrome. It concludes that a moderately directive parenting style combined with sensitive, responsive, and reciprocal interactions, embedded in a general stimulating environment, are favorable to the child's development. (Contains references.) (CR)
- Published
- 2003
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