发展一岁视力障碍和附加残疾儿童与母亲之间的互惠关系:身体触觉早期干预的效果

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

父母与视力障碍(VI)和附加残疾(AD)儿童之间的相互交流可能会因为儿童的残疾而受到影响。视障和附加残疾儿童可能无法获得父母的非语言表达,如凝视或面部手势。此外,父母也很难看懂儿童的表情。身体触觉模式可用于互动,以弥补儿童视力的不足。这项多案例研究调查了身体触觉早期干预对三位视力正常的母亲和她们一岁大的 VIAD 儿童互动互惠的影响。数据包括四次基线、八次干预和三次随访的八小时视频记录。基线录像和干预录像每周进行一次。跟踪录像分别在最后一次干预后一周、五周和九周进行。我们采用多模态会话分析的原则对视频数据进行了分析。顺序分析表明,在干预过程中,母亲与孩子之间的互动互惠增加了。在早期的社交游戏中,母亲们开始更多地使用身体触觉模式。此外,她们开始在互动中把孩子的动作视为有意义的轮流,并给予孩子更多的时间和空间来轮流。研究结果表明,患有 VIAD 的儿童的身体动作可以通过母亲的行为成为他们参与的资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention

Reciprocal interactions between parents and their children with visual impairment (VI) and additional disabilities (AD) may be compromised due to the children's disabilities. Children with VIAD may not be able to access their parents' nonverbal expressions, such as gazes or facial gestures. Moreover, the children's expressions can be difficult for their parents to read. The bodily-tactile modality can be used in interactions to compensate for a child's lack of vision. This multiple-case study investigated the effects of a bodily-tactile early intervention on interactional reciprocity in three sighted mothers and their one-year-old children with VIAD. The data consisted of eight hours of video recordings from four baseline, eight intervention, and three follow-up sessions. Baseline and intervention recordings were made weekly. The follow-up recordings were made one week, five weeks, and nine weeks after the last intervention session. The video data were analyzed using the principles of multimodal conversation analysis. The sequential analysis showed that interactive reciprocity between the mothers and their children increased during the intervention. The mothers began to use more of the bodily-tactile modality in early social play routines. Moreover, they started to treat their children's movements as meaningful turns in interaction and to give more time and space for their children to take their turns. The results suggest that the bodily actions of children with VIAD can become resources for their participation through their mothers' actions.

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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
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