32 results on '"Maes, Bea"'
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2. Gesture–speech integration is related to vocabulary skills in children with developmental language disorder, Williams syndrome and typical development
3. Analysis of early expressive communicative behaviour of young children with significant cognitive and motor developmental delays
4. The relation between gestures and stuttering in individuals with Down syndrome
5. ‘We can't do it alone’: Perceived social support in parents of children with a significant cognitive and motor developmental delay
6. Looking back, looking forward: Methodological challenges and future directions in research on persons with profound intellectual and multiple disabilities
7. Communicative abilities in young children with a significant cognitive and motor developmental delay
8. Visual Functioning of Persons With Severe and Profound Intellectual Disabilities: Observations by Direct Support Workers and Staff Members and Information Available in Personal Files
9. Manual signing throughout the day: Influence from staff’s sign use and type of activity
10. Promoting Social Scaffolding Behaviors in Staff Members and Peer-Directed Behaviors Among Persons With Profound Intellectual and Multiple Disabilities: An Intervention Study
11. The Relation Between Family Quality of Life and the Family‐Centered Approach in Families With Children With an Intellectual Disability
12. Exploring family activities and child engagement: A study on children with a significant cognitive and motor developmental delay
13. How to improve the quality of life of elderly people with intellectual disability: A systematic literature review of support strategies
14. Young children with significant developmental delay differentiate home observed attachment behaviour towards their parents
15. Promoting Social Scaffolding Behaviors in Staff Members and Peer-Directed Behaviors Among Persons With Profound Intellectual and Multiple Disabilities: An Intervention Study
16. Middle Childhood Support‐Seeking Behavior During Stress: Links With Self‐Reported Attachment and Future Depressive Symptoms
17. Joint attention behaviours in people with profound intellectual and multiple disabilities: the influence of the context
18. Factors Influencing Attentiveness of People With Profound Intellectual and Multiple Disabilities to Multisensory Storytelling
19. Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities
20. Key Word Signing Usage in Residential and Day Care Programs for Adults With Intellectual Disability
21. Systematic Review of Restraint Interventions for Challenging Behaviour Among Persons with Intellectual Disabilities: Focus on Experiences
22. Multi‐sensory Storytelling for Persons with Profound Intellectual and Multiple Disabilities: An Analysis of the Development, Content and Application in Practice
23. The role of gestures in the transition from one‐ to two‐word speech in a variety of children with intellectual disabilities
24. Evaluating the Quality of the Interaction Between Persons with Profound Intellectual and Multiple Disabilities and Direct Support Staff: A Preliminary Application of Three Observation Scales from Parent-Infant Research
25. Do You Know What I Feel? A First Step Towards a Physiological Measure of the Subjective Well-Being of Persons With Profound Intellectual and Multiple Disabilities
26. Eliciting Proto-Imperatives and Proto-Declaratives in Children with Intellectual Disabilities
27. Quality of Life: People with Profound Intellectual and Multiple Disabilities
28. The Effect of Reminiscence Group Work on Life Satisfaction, Self‐Esteem and Mood of Ageing People with Intellectual Disabilities
29. Adaptation of Flemish Services to Accommodate and Support the Aging of People With Intellectual Disabilities
30. Support Characteristics Associated With the Quality of Life of People With Profound Intellectual and Multiple Disabilities: The Perspective of Parents and Direct Support Staff
31. Domains of Quality of Life of People with Profound Multiple Disabilities: the Perspective of Parents and Direct Support Staff
32. Gesture-speech integration is related to vocabulary skills in children with developmental language disorder, Williams syndrome and typical development.
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