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Introducing an Intervention Model for Fostering Affective Involvement with Persons Who Are Congenitally Deafblind
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Martens, Marga A. W.; Janssen, Marleen J.; Ruijssenaars, Wied A. J. J. M.; Riksen-Walraven, J. Marianne – Journal of Visual Impairment & Blindness, 2014
The article presented here introduces the Intervention Model for Affective Involvement (IMAI), which was designed to train staff members (for example, teachers, caregivers, support workers) to foster affective involvement during interaction and communication with persons who have congenital deaf-blindness. The model is theoretically underpinned,…
Descriptors: Intervention, Affective Behavior, Deaf Blind, Congenital Impairments
A Communication Training Programme for Residential Staff Working with Adults with Challenging Behaviour: Pilot Data on Intervention Effects
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Smidt, Andy; Balandin, Susan; Reed, Vicki; Sigafoos, Jeff – Journal of Applied Research in Intellectual Disabilities, 2007
Background: Challenging behaviour often serves a communicative function. It therefore stands to reason that the residential staff working in developmental disability services require training to foster appropriate communicative interactions with adults with challenging behaviour. Method: Eighteen members of staff working in three residential…
Descriptors: Augmentative and Alternative Communication, Developmental Disabilities, Positive Reinforcement, Training
Focus on Communication: Improving Interaction between Staff and Residents Who Have Severe or Profound Mental Retardation.
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Golden, Jeannie; Reese, Matthew – Research in Developmental Disabilities, 1996
A study of 16 individuals with severe and profound mental retardation and 16 direct-care staff from a residential facility investigated changes in interactive behaviors between clients and staff. Results found that, after staff training, there were slight positive increases in staff interactions with the residents. No consistent change was found…
Descriptors: Adults, Attendants, Behavior Change, Helping Relationship
Workplace Communication: The Effect of Gender.
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Zanetic, Sally A.; Jeffery, Christopher J. – CUPA Journal, 1996
Differences in men's and women's communication styles affect their interactions with each other. Organizations must be flexible enough to recognize situations in which traditional male values of competition may be most functional and those in which more collaborative, female strategies are more appropriate. Personnel training can help ensure that…
Descriptors: Employed Women, Females, Interpersonal Communication, Interpersonal Competence
Lessons from a Course Team.
Nicodemus, Robert – Teaching at a Distance, 1984
The theory of object relations is applied to the group dynamics of the Open University's course development and instruction teams and to several other situations, including the relationship between the Open University and the BBC, staff support in summer schools, manpower planning, and staff development. (MSE)
Descriptors: Broadcast Industry, Distance Education, Foreign Countries, Group Dynamics
Contact: Effects of an Intervention Program To Foster Harmonious Interactions between Deaf-Blind Children and Their Educators.
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Janssen, Marleen J.; Riksen-Walraven, J. Marianne; Van Dijk, Jan P. M. – Journal of Visual Impairment & Blindness, 2003
This study examined the effects of an intervention program to improve the quality of daily interaction between six congenitally deaf-blind children and their 14 educators (teachers, caregivers, and mothers). With video analysis as the most important tool, the interaction coaches trained the educators to recognize the children's signals and attune…
Descriptors: Children, Communication Skills, Congenital Impairments, Deaf Blind
Staff Development and Educational Renewal through Dialogue in Two School Systems: A Conceptual and Empirical Assessment.
Gibboney, Richard A.; Gould, John M. – 1987
This document describes and assesses an ongoing systematic approach to educational renewal through staff development that has been in progress for the past four years in two school systems--Eastern Lancaster County School District and William Tennent High School, both in Pennsylvania. The essential characteristic of the staff development learning…
Descriptors: Case Studies, Dialogs (Language), Educational Assessment, Educational Improvement