24 results on '"Maes, Bea"'
Search Results
2. 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
- Abstract
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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3. 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
- Abstract
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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4. The Relation between Gestures and Stuttering in Individuals with Down Syndrome
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Maessen, Babette, Rombouts, Ellen, Maes, Bea, and Zink, Inge
- Abstract
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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5. 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
- Abstract
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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6. 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
- Abstract
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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7. 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
8. 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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9. 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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RESEARCH ,CAREGIVER attitudes ,PARENT attitudes ,STATISTICS ,SCIENTIFIC observation ,RESEARCH methodology ,COMMUNICATIVE competence ,DEVELOPMENTAL disabilities ,MOVEMENT disorders ,COGNITION ,CHILD behavior ,FACIAL expression ,COMMUNICATION ,FACTOR analysis ,QUESTIONNAIRES ,PLAY ,ATTENTION ,CHI-squared test ,DESCRIPTIVE statistics ,RESEARCH funding ,INFANT psychology ,STATISTICAL correlation ,VIDEO recording ,CHILDREN - Abstract
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. [ABSTRACT FROM AUTHOR]
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- 2023
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10. Gesture–speech integration is related to vocabulary skills in children with developmental language disorder, Williams syndrome and typical development.
- Author
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Rombouts, Ellen, Leenen, Liesl, Maes, Bea, and Zink, Inge
- Subjects
CONFIDENCE intervals ,ANALYSIS of variance ,CROSS-sectional method ,RESEARCH methodology ,VOCABULARY ,DESCRIPTIVE statistics ,CHI-squared test ,ANALYSIS of covariance ,WILLIAMS syndrome ,BODY language ,DATA analysis software ,CHILD development deviations ,LANGUAGE disorders ,SPEECH ,SPACE perception ,LONGITUDINAL method ,DISEASE complications ,CHILDREN - Abstract
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. What this paper adds: What is already known on the subject: Children with developmental language disorder and children with Williams syndrome are more inclined to use gestures than typically developing children. Research conducted in adults with typical development points towards the role of lexical and visuospatial skills in gesture use, but it is unclear how these skills shape gesture use in children with atypical development. What this paper adds to existing knowledge: This study compares the rate of gestures that convey meaning that is not expressed in speech between the three aforementioned populations. Novel is the inclusion of the group distinction, individual lexical skills, and visuospatial skills in one encompassing statistical model. What are the potential or actual clinical implications of this work?: The inclination to use gestures that replace speech is related to lexical skills. Visuospatial skills do not seem to play a role and should not be considered as a factor when thinking about gesture intervention. Understanding how gestures relate to specific skills is a first step to understanding how gesture interventions can bolster language production. [ABSTRACT FROM AUTHOR]
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- 2023
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11. 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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COGNITION disorders ,AFFINITY groups ,INFANT development ,CAREGIVERS ,EYE movements ,ETHICS ,RESEARCH methodology ,MOVEMENT disorders ,CHILD behavior ,INTERVIEWING ,ACTIVITIES of daily living ,COMMUNICATION ,ATTENTION ,PLAY ,SOCIAL skills ,EMOTIONS ,INFANT psychology ,ANXIETY ,EMOTION regulation ,CHILD development deviations ,BODY image ,PSYCHOSOCIAL factors ,CHILDREN - Abstract
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. [ABSTRACT FROM AUTHOR]
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- 2022
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12. The Attachment Strengths and Needs Interview for parents of children with severe or profound intellectual disabilities: An acceptability and feasibility study.
- Author
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Vandesande, Sien, Bosmans, Guy, Sterkenburg, Paula, Schuengel, Carlo, and Maes, Bea
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PILOT projects ,RESEARCH methodology ,CHILDREN with disabilities ,INTERVIEWING ,ATTACHMENT behavior ,PEOPLE with intellectual disabilities ,PARENTS - Abstract
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. 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. 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. 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. [ABSTRACT FROM AUTHOR]
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- 2022
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13. '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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COGNITION disorders ,PARENT attitudes ,SOCIAL support ,PARENTS of children with disabilities ,SOCIAL networks ,MOVEMENT disorders ,CHILDREN with disabilities ,SPOUSES ,PSYCHOSOCIAL factors ,QUESTIONNAIRES ,NEEDS assessment ,CHILD development deviations ,CHILDREN - Abstract
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. [ABSTRACT FROM AUTHOR]
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- 2022
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14. Promoting Social Scaffolding Behaviors in Staff Members and Peer-Directed Behaviors Among Persons With Profound Intellectual and Multiple Disabilities: An Intervention Study
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Nijs, Sara, Vlaskamp, Carla, and Maes, Bea
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Science & Technology ,education ,Rehabilitation ,peer-directed behaviors ,peer interactions ,CHILDREN ,STUDENTS ,FRIENDSHIPS ,LIFE ,Health Care Sciences & Services ,PEOPLE ,Health Policy & Services ,profound intellectual and multiple disabilities ,QUALITY ,social scaffolding behaviors ,PERSPECTIVE ,Life Sciences & Biomedicine ,intervention - Abstract
© 2018 International Association for the Scientific Study of Intellectual and Developmental Disabilities and Wiley Periodicals, Inc. Persons with profound intellectual and multiple disabilities (PIMD) present limited peer-directed behaviors toward their peers with PIMD. It is not clear how staff can facilitate and promote the mutual peer-directed behaviors between persons with PIMD. In this study, we explored if peer-directed behaviors among persons with PIMD can be increased by an intervention that is focused on training the staff in providing social scaffolding behaviors toward their clients. An A-B-B′-C design was used in this study. A baseline condition was followed by two intervention conditions and a follow-up. Four staff members participated in a training in which they were informed about peer interactions in persons with PIMD and learned how to promote these interactions. They developed a peer interaction supportive activity. This activity was provided to two persons with PIMD for 10 weeks. Social scaffolding behaviors of staff as well as peer-directed behaviors of persons with PIMD were coded during videotaped observations. A significant increase of social scaffolding behaviors of staff members was observed during the intervention with a significant decrease at follow-up. Significantly, more singular and fewer multiple peer-directed behaviors of persons with PIMD were observed during the intervention. Both singular and multiple peer-directed behaviors decreased again at follow-up. A short training of staff members already positively affects their social scaffolding behaviors and increases the amount of peer-directed behaviors of persons with PIMD. However, the amount of both behaviors decreased again at follow-up. This argues to broadly apply this training in services and schools for persons with PIMD and to complement it with continuing staff coaching on this topic. ispartof: JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES vol:15 issue:2 pages:124-135 status: published
- Published
- 2018
15. Comfort provided by parents versus strangers after eliciting stress in children with severe or profound intellectual disabilities: does it make a difference?
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Vandesande, Sien, Bosmans, Guy, Sterkenburg, Paula, Schuengel, Carlo, Van Den Noortgate, Wim, and Maes, Bea
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AROUSAL (Physiology) ,ATTACHMENT behavior ,EMOTIONS ,EXPERIMENTAL design ,HUMAN comfort ,PEOPLE with intellectual disabilities ,PARENT-child relationships ,PARENTS ,PSYCHOLOGICAL stress ,VIDEO recording ,CHILDREN - Abstract
The relationships between children with severe or profound intellectual disabilities (ID) and their parents may fulfil attachment functions, such as regulating emotional responses to stress. This study examined the extent to which children with severe or profound ID differentiate between their parents and a stranger as a resource for stress-regulation. A home-based experimental paradigm was conducted and video-recorded in 38 families. Children (1–8 years) were exposed to four naturalistic stressors followed by comfort, randomly provided by the parents or the stranger. Emotional behaviour (arousal and valence) and the skin conductance level were simultaneously recorded. With regard to both emotional behaviour and skin conductance, children significantly differentiated between their parents as attachment figures and the stranger during stress and comfort, despite their impairments on various developmental domains. Behavioural observation and physiology show complementary manifestations of parent-child attachment in this population. [ABSTRACT FROM AUTHOR]
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- 2020
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16. The Relation Between Family Quality of Life and the Family‐Centered Approach in Families With Children With an Intellectual Disability.
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Vanderkerken, Lien, Heyvaert, Mieke, Onghena, Patrick, and Maes, Bea
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MENTAL health ,QUALITY of life ,FAMILIES ,HOME care services ,PEOPLE with intellectual disabilities ,PARENT-child relationships ,MULTIPLE regression analysis ,WELL-being ,CHILDREN - Abstract
Although family quality of life (FQOL) and the family‐centered approach (FCA) are often conceptually linked, empirical research on their relation is scarce. This study investigated the relation between the FCA and FQOL in families with a child (0–18 years) with an intellectual disability receiving home‐based support (HBS) in Flanders. The impact of the parental work situation and the child's support needs on FQOL (domains) were studied too. Through the Helpgiving Practices Scale (HPS) and the Enabling Practices Scale (EPS), parents of participating families (n = 58) reported about the FCA in their families' HBS. Using the Beach Center FQOL Scale, mainly mothers reported about their families' quality of life. The relation between the realization of the FCA, parental employment, and the child's support needs on the one hand, and FQOL on the other hand was studied via multiple regression analyses. Additionally, the best predicting model was determined for FQOL (domains). Globally, a positive relation between FQOL and the FCA was found. Dependent on the FQOL domain, a different relation was identified with the family‐centered components. Components of the EPS (i.e., comfort and parental autonomy) were better predictors than those of the HPS. The parental work situation was a significant predictor for satisfaction regarding total FQOL (with and without disability‐related support), family interactions, and parenting. The child's support needs were a significant predictor for emotional well‐being. As the first of its kind, this study investigated the relation between FQOL and the FCA in detail. More, in depth, and especially long‐term research is, however needed to fully understand the relation between FQOL and its contributors. [ABSTRACT FROM AUTHOR]
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- 2019
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17. 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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ADAPTABILITY (Personality) , *CHILD development , *PEOPLE with intellectual disabilities , *PARENTING , *SYSTEMATIC reviews , *DECISION making in clinical medicine , *DISABILITIES , *LEARNING theories in education , *CHILDREN - Abstract
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. [ABSTRACT FROM AUTHOR]- Published
- 2018
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18. Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities.
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Nijs, Sara, Penne, Anneleen, Vlaskamp, Carla, and Maes, Bea
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CHILDREN with disabilities ,SOCIAL interaction in children ,CHILDREN ,TEENAGERS ,YOUNG adults ,CHILD care ,COMMUNICATION ,INTERPERSONAL relations ,RESEARCH methodology ,PEOPLE with intellectual disabilities ,QUESTIONNAIRES ,RESEARCH funding ,VIDEO recording ,AFFINITY groups ,DATA analysis software - Abstract
Background Children with profound intellectual and multiple disabilities ( PIMD) meet other children with PIMD in day care centres or schools. This study explores the peer-directed behaviours of children with PIMD, the peer interaction-influencing behaviour of the direct support workers and the children's positioning. Method Group activities for children with PIMD initiated by a direct support worker were video-recorded. The behaviour and positioning of the children and the behaviour of the direct support workers were coded. Results Limited peer-directed behaviour of the children with PIMD and peer interaction-influencing behaviour of the direct support workers are observed. Weak associations were found between the positioning or peer interaction-influencing behaviours and the behaviour of children with PIMD. Conclusions Children with PIMD show social interest in each other during group activities. More knowledge is needed to create an environment which facilitates peer-directed behaviours of persons with PIMD. [ABSTRACT FROM AUTHOR]
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- 2016
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19. The role of gestures in the transition from one- to two-word speech in a variety of children with intellectual disabilities.
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Vandereet, Joke, Maes, Bea, Lembrechts, Dirk, and Zink, Inge
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NONVERBAL communication , *ANALYSIS of variance , *COMPARATIVE grammar , *LANGUAGE acquisition , *LONGITUDINAL method , *INTELLECTUAL disabilities , *PLAY , *RESEARCH , *RESEARCH funding , *SPEECH , *SPEECH evaluation , *TIME , *VOCABULARY , *INTER-observer reliability , *REPEATED measures design , *MEDICAL coding - Abstract
Background: Over the past decades the links between gesture and language have become intensively studied. For example, the emergence of requesting and commenting gestures has been found to signal the onset of intentional communication. Furthermore, in typically developing children, gestures play a transitional role in the acquisition of early lexical and syntactic milestones. Previous research has demonstrated that, particularly supplementary, gesture-word combinations not only precede, but also reliably predict the onset of two-word speech. However, the gestural correlates of two-word speech have rarely been studied in children with intellectual disabilities. Aims: The primary aim was to investigate developmental changes in speech and gesture use as well as to relate the use of gesture-word combinations to the onset of two-word speech in children with intellectual disabilities. A supplementary aim was to investigate differences in speech and gesture use between requests and comments in children with intellectual disabilities. Methods & Procedures: Participants in this study were 16 children with intellectual disabilities (eight girls, eight boys). Chronological ages at the start of the study were between 3;1 and 5;7 years; mental ages were between 1;5 and 3;3 years. Every 4 months within a 2-year period children's requests and comments were sampled during structured interactions. All gestures and words used communicatively to request and comment were transcribed. Outcomes & Results: Although children's use of spoken words as well as the diversity in their spoken vocabularies increased over time, gestures were used with a constant rate over time. Temporal tendencies similar to those described in typically developing children were observed: gesture-word combinations typically preceded, rather than followed, two-word speech. Furthermore, gestures (deictic gestures in particular) were more often used to request than to comment. Conclusions & Implications: Overall, gestures were used as a transitional tool towards children's first two-word utterances. This result highlights gesture use as a robust phenomenon during the early stages of syntactic development across populations. The observed differences in gesture use between requests and comments might be explained by differences in interactional as well as in procedural context. [ABSTRACT FROM AUTHOR]
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- 2011
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20. 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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INTELLECTUAL disabilities , *ANALYSIS of variance , *CHI-squared test , *CHILD development , *COGNITION , *COMMUNICATIVE competence , *FISHER exact test , *LANGUAGE acquisition , *LEARNING strategies , *LONGITUDINAL method , *PARENT-child relationships , *RESEARCH funding , *SCALE analysis (Psychology) , *SELF-evaluation , *SIGN language , *STATISTICS , *U-statistics , *VOCABULARY , *DATA analysis , *CHILDREN with disabilities , *HOME environment , *CROSS-sectional method , *CHILDREN , *PSYCHOLOGY - Abstract
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. [ABSTRACT FROM AUTHOR]
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- 2011
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21. 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
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ANALYSIS of variance , *COMPUTER software , *LANGUAGE acquisition , *LONGITUDINAL method , *MATHEMATICAL models , *INTELLECTUAL disabilities , *PSYCHOLOGICAL tests , *RESEARCH funding , *STATISTICS , *VOCABULARY , *DATA analysis , *CHILDREN - 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. [ABSTRACT FROM AUTHOR]
- Published
- 2010
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22. Can I be your safe haven and secure base? A parental perspective on parent-child attachment in young children with a severe or profound intellectual disability.
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Vandesande, Sien, Bosmans, Guy, and Maes, Bea
- Subjects
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PARENT-child relationships , *INTELLECTUAL disabilities , *CHILDREN with intellectual disabilities , *CHILDREN , *ATTACHMENT behavior , *CHILDREN with disabilities , *PARENTAL influences - Abstract
Background: The general developmental as well as the disability specific literature has stressed the crucial influence of parents on their child's social-emotional development. Attachment theory provides a framework to describe parental roles within the parent-child attachment relationship. The current study explored parents' perspectives on their role as attachment figure and the preconditions they consider necessary to establish secure attachment in children with severe or profound intellectual disability (ID).Methods: Semi-structured interviews with 54 parents on their child's social-emotional development, attachment behaviour and the parent-child attachment bond were analysed using the Framework Method. All children were between 15 months and seven years old and had a severe or profound ID.Results: Parents reported their child's clear preference towards them and acknowledged the role they fulfil as stress regulator. Children differed in the extent to which they use their parent to explore new environments. Overall, parents described the attachment relationship with their child as positive but challenging.Conclusions: Parents acknowledged the roles they fulfil both as a safe haven for their child, and (to a lesser extent) as a secure base. Clinical practice could benefit from a parental perspective to identify particular challenges parents encounter in building a secure attachment relationship. [ABSTRACT FROM AUTHOR]- Published
- 2019
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23. Changes in the early communicative behaviors of young children with significant cognitive and motor developmental delays in a two-year span.
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Dhondt, Ann, Van keer, Ines, van der Putten, Annette, and Maes, Bea
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COGNITION disorders , *RESEARCH , *COMMUNICATIVE competence , *CHILD behavior , *MOVEMENT disorders , *MANN Whitney U Test , *LANGUAGE acquisition , *QUESTIONNAIRES , *COMMUNICATION , *STATISTICAL correlation , *MEDICAL coding , *CHILDREN - Abstract
• Children with significant cognitive and motor developmental delays develop regarding their communicative behavior although slowly and only detectable by analyzing several aspects of their behavior in great detail. • All communicative developmental trajectories are unique in pace and in order. • Children with better motor skills are more likely to show more progress in specific aspects of communicative behavior. • Interaction partners can facilitate development by adapting the interactions to the unique individuals' communicative skills. This study examines longitudinal changes in communicative behavior of young children with significant cognitive and motor developmental delays (SDD) and determines their individual communicative trajectories. A second focus of this study is the relation of changes in communicative behavior with motor skills. Data consists of codes resulting from a self-developed coding scheme used on observations of 23 children in three different settings and responses on a questionnaire. First, group trends were determined to find out whether communication-related variables tend to significantly change over the course of two years. Furthermore, these findings were contrasted with the individual trajectories of the children. Next, the association of initial communicative skills and (the acquisition of) specific motor skills with the change in their communicative functioning was studied. Wilcoxon Signed Ranks and correlational analyses were used to answer the research questions. Out of sixteen different variables related to communicative behavior, ten changed significantly over the course of two years. Children with more focus on prompt on the first datapoint showed a significantly larger increase of signs of functionality. Still, all children showed highly individual trajectories. Children with better motor skills on the first datapoint showed a significantly larger increase in communication rate. Results show that if a myriad of detailed variables are taken into account children with significant cognitive and motor developmental disabilities do change regarding their communicative functioning, but that they tend to all show unique developmental trajectories. Children with stronger skills in some aspects of communication and motor functioning, can be considered advantaged regarding their communicative development. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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24. Lessons learned: A critical reflection on child- and contextual variables related to the development of children with a significant cognitive and motor developmental delay.
- Author
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Van keer, Ines, Dhondt, Ann, Van der Putten, Annette, and Maes, Bea
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MOVEMENT disorders , *COGNITION , *DEVELOPMENTAL disabilities , *FAMILIES - Abstract
Background: The scientific study of young children with a significant cognitive and motor developmental delay is challenging due to the children's complex disabilities and high demands on family life and professional support. We aim to critically reflect on the measurement and analysis of child- and contextual variables within an ongoing research project on these children's developmental trajectories.Method: The OJKO-project tracked the development of a sample of children (n = 45) between the age of 6 months and 4 years with a significant cognitive and motor developmental delay, in Belgium and the Netherlands.Results: The complexity of the children's disabilities and daily life context, and subsequent challenges in measurement and analysis of variables, were confirmed and reflected upon.Conclusions: Due to the uniqueness and complexity of this target group, research should be characterized by creativity, perseverance and substantial modesty in the immediate generalization of results. [ABSTRACT FROM AUTHOR]- Published
- 2022
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