Team interaction coaching with educators of adolescents who are deaf-blind: Applying the Diagnostic Intervention Model

Marleen J. Janssen; J. Marianne Riksen-Walraven; Jan P. A. Van Dijk; Wied A. J. J. M. Ruijssenaars; Carla Vlaskarnp

doi:10.1177/0145482X0710101102

Team interaction coaching with educators of adolescents who are deaf-blind: Applying the Diagnostic Intervention Model

Marleen J. Janssen^*, J. Marianne Riksen-Walraven, Jan P. A. Van Dijk, Wied A. J. J. M. Ruijssenaars, Carla Vlaskarnp

^*Corresponding author voor dit werk

Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie

Onderzoeksoutput: Article › Academic › peer review

20 Citaten (Scopus)

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In an earlier publication, we presented the Diagnostic Intervention Model, which can be used as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators. This article demonstrates the use of the model in everyday practice and the effects of its application in two case studies, using team interaction coaching. Implications for everyday practice are discussed.

Originele taal-2	English
Pagina's (van-tot)	677-689
Aantal pagina's	13
Tijdschrift	Journal of Visual Impairment and Blindness
Volume	101
Nummer van het tijdschrift	11
DOI's	https://doi.org/10.1177/0145482X0710101102
Status	Published - nov.-2007

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abstract = "In an earlier publication, we presented the Diagnostic Intervention Model, which can be used as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators. This article demonstrates the use of the model in everyday practice and the effects of its application in two case studies, using team interaction coaching. Implications for everyday practice are discussed.",

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AU - Ruijssenaars, Wied A. J. J. M.

AU - Vlaskarnp, Carla

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AB - In an earlier publication, we presented the Diagnostic Intervention Model, which can be used as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators. This article demonstrates the use of the model in everyday practice and the effects of its application in two case studies, using team interaction coaching. Implications for everyday practice are discussed.

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Team interaction coaching with educators of adolescents who are deaf-blind: Applying the Diagnostic Intervention Model

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