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160. In de richting van een antwoord

Author

Vlaskamp, C., van der Meulen, B.F., van den Bos, K.P., Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2005

168. Orthopedagogiek: het oplossen van opvoedingsproblemen

Author

Ruijssenaars, A.J.J.M., van der Meulen, B.F., Vlaskamp, C., van den Bos, K.P., Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2005

169. Grenzentesten revisited

Author

Lutje Spelberg, H.C., van der Meulen, B.F., Vlaskamp, C., van den Bos, K.P., Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2005

170. Hoogbegaafden onder orthopedagogische aandacht

Author

Van Houten-van den Bosch, E.J., van der Meulen, B.F., Vlaskamp, C., van den Bos, K.P., and Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie

Published
2005

179. Interventies in de orthopedagogiek

Author

Van der Meulen, B.F., Vlaskamp, C., Van den Bos, K.P., Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut), and Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie

Published
2005

180. Woord vooraf

Author

Van der Meulen, B.F., Vlaskamp, C., Van den Bos, K.P., van der Meulen, B.F., van den Bos, K.P., Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2005

181. Making a difference? A comparison between multi-sensory and regular storytelling for persons with profound intellectual and multiple disabilities.

Author

Brug, A., Van der Putten, A. A. J., Penne, A., Maes, B., and Vlaskamp, C.

Subjects
ANALYSIS of variance, ATTENTION, CHI-squared test, COMPARATIVE studies, STATISTICAL correlation, EXPERIMENTAL design, LONGITUDINAL method, PEOPLE with intellectual disabilities, PROBABILITY theory, READING, STATISTICAL sampling, SENSORY stimulation, STORYTELLING, T-test (Statistics), VIDEO recording, INTER-observer reliability, REPEATED measures design, DESCRIPTIVE statistics, MULTIPLE human abnormalities
Abstract

Background Multi-sensory storytelling (MSST) was developed to include persons with profound intellectual and multiple disabilities in storytelling culture. In order to increase the listeners' attention, MSST stories are individualised and use multiple sensory stimuli to support the verbal text. In order to determine the value of MSST, this study compared listeners' attention under two conditions: ( 1) being read MSST books and ( 2) being read regular stories. Method A non-randomised control study was executed in which the intervention group read MSST books ( n = 45) and a comparison group ( n = 31) read regular books. Books were read 10 times during a 5-week period. The 1st, 5th and 10th storytelling sessions were recorded on video in both groups, and the percentage of attention directed to the book and/or stimuli and to the storyteller was scored by a trained and independent rater. Two repeated measure analyses (with the storytelling condition as a between-subject factor and the three measurements as factor) were performed to determine the difference between the groups in terms of attention directed to the book/stimuli (first analysis) and storyteller (second analysis). A further analysis established whether the level of attention changed between the reading sessions and whether there was an interaction effect between the repetition of the book and the storytelling condition. Results The attention directed to the book and/or the stimuli was significantly higher in the MSST group than in the comparison group. No significant difference between the two groups was found in the attention directed to the storyteller. For MSST stories, most attention was observed during the fifth reading session, while for regular stories, the fifth session gained least attentiveness from the listener. Conclusion The persons with profound intellectual and multiple disabilities paid more attention to the book and/or stimuli in the MSST condition compared with the regular story telling group. Being more attentive towards the book and stimuli might give persons with PIMD the opportunity to apprehend the story and to be included in storytelling culture. [ABSTRACT FROM AUTHOR]

Published
2016
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184. Vrije tijd en lege uren

Author

Vlaskamp, C., Zijlstra, H.P., Faculteit Gedrags- & Maatschappijwetenschappen, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2004

186. Lijst Kenmerken

Author

Tadema, A.C., Vlaskamp, C., Faculteit Gedrags- & Maatschappijwetenschappen, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2004

188. The Netherlands

Author

Vlaskamp, C., Poppes, P., Faculteit Gedrags- & Maatschappijwetenschappen, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2004

192. Implementeren van vernieuwingen: Het belang van teamsamenstelling

Author

Zijlstra, H. P., Vlaskamp, C., Nakken, H., Tom Snijders, Faculteit Gedrags- & Maatschappijwetenschappen, Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut), and Sociologisch Instituut (Gronings Centrum voor Sociaal-Wetenschappelijk Onderzoek)

Published
2003

195. Liever nieuwsgierig

Author

Vlaskamp, C., Faculteit Gedrags- & Maatschappijwetenschappen, and Pedagogiek en Onderwijswetenschap (Nieuwenhuisinstituut)

Published
2003

196. Parents as experts: the position of parents of children with profound multiple disabilities

Author

de Geeter, K.I., Poppes, P., Vlaskamp, C., Developmental and behavioural disorders in education and care: assessment and intervention, and Nieuwenhuis Institute (Pedagogical and Educational Sciences)

Subjects
PERCEPTIONS, profound multiple disabilities, expert role, MODELS, parents, co-operation, special education
Abstract

Background Parents of children with disabilities are increasingly considered as experts in the field of care. Their expertise can deliver an important contribution towards planning their child's care and education. The law is increasingly taking this factor into consideration. On the one hand, parents already possess an abundance of know-how; on the other, they still have to increase their knowledge and sometimes their skills too. Aim The purpose of this study is to demonstrate the supposition that co-operation between parents and professionals must meet certain criteria if parents are to receive a proper chance of using their existing knowledge, while at the same time adding to their skills. Design A questionnaire was sent to 723 parents of children with profound multiple disabilities enquiring about their relationship with the professionals at their child's school for special education. Subsequently, for one group of parents, a method that recognizes the parents' expertise and assigns them a formal role was introduced. For the other group, no change in method occurred. Results The results demonstrate that parents regard co-operation in a favourable light. Comparing both groups after a year, the expected effect of the method (a better rating of the co-operation by the parents) could not be demonstrated. This is probably a result of a problem with the questionnaire used in this study. Conclusion Other studies, however, appear to support our supposition.

Published
2002

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