Kirsten van den Bosch
Institution: University of Groningen Contact: [email protected] Website: http://www.rug.nl/staff/k.a.van.den.bosch/ Research topic: Auditory environments of people with (profound) intellectual disabilities This research addresses the lack of knowledge about the quality and effect of soundscapes for people with profound intellectual and multiple disabilities (PIMD). A soundscape is defined as an environment of sound, with an emphasis on how it is perceived by an individual or society (Schafer, 1977). We developed a theoretical framework based on the concepts core affect and audible safety. Our research has confirmed the hypothesis that soundscapes indeed affect the behavior and mood of people with PIMD. In addition, we developed an assessment procedure by which the quality of soundscapes can be assessed. We are currently developing a digital version of this procedure, in the form of a smartphone application called MoSART (Mobile Soundscape Appraisal & Recording Technology). The goal is to raise awareness about the importance of safe soundscapes and improve quality of life for people with PIMD. |
Leontien Bossink
Institution: University of Groningen, the Netherlands Contact: [email protected] Website: http://www.rug.nl/staff/l.w.m.bossink/ Research topic: Motor activation in people with PIMD. My research project focuses on the motor activation of people with profound intellectual and multiple disabilities (PIMD). Recently, we analysed the extent to which these people are motorically activated in daily practice. Based on this results, it can be concluded that motor activation is a minor part of the support provided to people with PIMD. Given the high degree of dependence of these people, direct support persons are to a great extent responsible for including motor activation in their daily routine. To reduce inactivity in the daily lives of people with PIMD, insight into facilitators and barriers to motor activation as perceived by direct support persons is needed. Therefore, we are developing an instrument for systematically identifying the facilitators and barriers to motor activate people with PIMD. Furthermore, although studies in people with PIMD reporting beneficial effects of motor interventions, they seem to be difficult to maintain by direct support persons. We need more knowledge with regard to the content of potential interventions and its effectiveness for more focused and structural implementation. Therefore, we will also analyse two interventions developed and implemented by daily practice. |
Fleur-Michelle Coiffait
Institution: Leicestershire Partnership NHS Trust Website: http://www.fmcoiffait.co.uk Contact: [email protected] Research: Parent and carer wellbeing, family functioning, paediatric neurodevelopmental disorders, life limiting conditions, PMID I am a clinical psychologist based in the NHS in the UK working with families of children with neurodevelopmental disorders. My research interests focus on families and carers of young people with PMID and how psychological wellbeing can be promoted in both people with PMID and those supporting them. |
Juliane Dind
Institution: Université de Fribourg, Département de Pédagogie Spécialisée Contact: [email protected] Website: http://www.unifr.ch/spedu/index.php?page=fr Research: Identifying the expressions of ecological self-awareness in children with PIMD The aim of this exploratory study is to verify and to validate empirically with childen with PIMD two theoretical models about ESA Method: A situation-based list with 60 items about manifestations of ESA has been created. This list of eliciting and natural situations is inspired by those used in developmental psychology studies. The developmentalists have highlighted indicators of ecological self, which arises from the infants’ embodied experience and their interaction with the environment. The ecological S-A results from the perception and is the first step toward the development of the conceptual S-A, which results from the cognition. 20 children with PIMD (aged from 4 to 12 years) will be observed in each situation of the list. Each observation session will be videotaped and coded on the basis of minimal/maximal performance definition. Results: the data analysis will allow to hypothesize heterogeneous profiles of S-A in children with PIMD and to describe some indicators of ecological S-A. |
Sanne van Esch
Institution: University of Groningen, the Netherlands Contact: [email protected] Research: Together to school classes Introduction: The attention paid to the inclusion of children with Profound Intellectual and Multiple Disabilities (PIMD) in regular school settings has increased over the last few years. An example of this is ’Samen Naar School Klas’ (SNSK), a Dutch project in which children with PIMD who were supported by professionals of a day care center are integrated into a regular school. Although practitioners are positive about the project, it is unclear what factors contribute to the success of such projects. Objective: The aim of this study is to promote the inclusion of children with PIMD in the Netherlands, by determining which factors contribute to the success of this project, what motives parents of children with PIMD have to choose for such projects and what the effects of the project are. The aim of this presentation is to inform the members of the SIRG-PIMD about the study, so you can bring up any new ideas to improve the study. Method: To identify the factors that contribute to the success of the project, and to identify what motives parents have to choose for such projects, interviews will be used. To find out to what extent parents of children with PIMD are satisfied about SNSK, surveys will be used. The effects of the project on the development of children with PIMD will be determined by assessing the extent of alertness, sleeping problems, challenging behaviour, social interaction of the child with the environment and adaptive functioning of the child. To assess the effects regarding the attitude of teachers, pupils without disabilities and their parents towards children with PIMD, surveys will be used. |
Lorène Guénot-Comairas
Institution: University of Lyon, France Contact: [email protected] Research: Are communication objects a relevant tool for self-determination for people with multiple disabilities? Due to the diversity and complexity of disabilities and their combinations, opportunities for self-determination for people with multiple disabilities are very limited. Cognitive, motor and sensory developments are affected. In addition, access to conventional communication codes is impossible due to a lack of language, altered verbal information processing, difficulty with symbolic access and/or visual impairment. For these same reasons, access to Alternative Improved Communication supports such as pictograms and photographs offered through tools such as PECS, talking mats, PODD, etc. or gestures find little resonance with some patients and once again undermine the communication relationship. However, "communication consists of the transfer of information in all forms and through all possible channels", allowing the individual to act on his environment and thus position himself "as a subject". In an adapted context, mechanisms such as operational causality, repetitions and life rituals allow the person with multiple disabilities access to learning. The choice of the object as an alternative communication tool was therefore presented as potentially an adapted and functional support that could meet the needs of people with multiple disabilities. The object representing a place (rehabilitation session, living unit, specific activity...) is systematically proposed before each transition in order to inform the person of the place and the next activity. Through an intra-individual evaluation over seven months (from October 2020 to April 2021), the objective is to observe the evolution of the perceptive investment, the practical manipulations, the bodily and facial reactions and the actions undertaken by people with multiple disabilities through the use of these communication objects. |
Magdalena Hadzhieva
Institution: Plovdiv University “PaisiiHilendarski”, Bulgaria
Contact: [email protected]
Research: Comparative model of education of children with profound intellectual multiple disabilities in Bulgaria and Flanders (Belgium)
The research aims to compare the systems of educational support and opportunities of children with profound intellectual multiple disabilities in Bulgaria and Belgium. In the first part an overview of basic concepts and definitions is made in order to have a better understanding of the specific characteristics of the development of the children with PIMD with respect of the education provided. A comparison of the systems the two countries is realized in several aspects: the legal framework, organization and structure of the education and the implementation in practice (curriculum, pedagogy and assessment).
The topic is valuable because in Bulgaria there is an emerging need of collection of knowledge and research of the good practices in the training of children with profound intellectual multiple disabilities in order to provide effective education, better quality of life and inclusion of these children.
Institution: Plovdiv University “PaisiiHilendarski”, Bulgaria
Contact: [email protected]
Research: Comparative model of education of children with profound intellectual multiple disabilities in Bulgaria and Flanders (Belgium)
The research aims to compare the systems of educational support and opportunities of children with profound intellectual multiple disabilities in Bulgaria and Belgium. In the first part an overview of basic concepts and definitions is made in order to have a better understanding of the specific characteristics of the development of the children with PIMD with respect of the education provided. A comparison of the systems the two countries is realized in several aspects: the legal framework, organization and structure of the education and the implementation in practice (curriculum, pedagogy and assessment).
The topic is valuable because in Bulgaria there is an emerging need of collection of knowledge and research of the good practices in the training of children with profound intellectual multiple disabilities in order to provide effective education, better quality of life and inclusion of these children.
Dr David Haines
Institution: University of Brighton Contact: [email protected] Website: https://research.brighton.ac.uk/en/persons/david-haines Research: David's research interests over recent years have focused on occupational therapy with people with intellectual disabilities (learning disabilities) and in particular those with complex needs, including profound intellectual and multiple disabilities. He is interested in how we can support and enable people with intellectual disabilities to engage in occupations and how occupational justice can be promoted, in particular through improving the quality of support provided to individuals. |
Cheryl Hanson
Institution: Manchester Metropolitan University Contact: [email protected] Research: I am a final year post-graduate research student at Manchester Metropolitan University, Manchester, United Kingdom. My research has involved working with the communication partners of young people with PIMD to develop a communication training package for healthcare assistants.For the purpose of this research communication partners are the family members of young people with PIMD, and the teaching and or learning support assistants and healthcare assistants that work with them. The research is qualitative and intends to explore: - what people need to know about the young person with PIMD to facilitate communication with them - what needs to be included in a communication training package for healthcare assistants Face-to-face interviews with communication partners have been used to collect data, which will be analysed using thematic analysis. As a result of this research it is anticipated that a framework for developing communication training for healthcare assistants working with young people with PIMD will be generated. |
Dr Gineke Hanzen
Institution: Royal Visio de Brink (Vries) Contact: [email protected] Website: https://aw-emb.nl/onderzoek/participatie-van-volwassenen-met-visuele-en-zeer-ernstige-verstandelijke-beperkingen Research: I’m a researcher and physical therapist at Royal Visio de Brink. The objective of my study is participation of adults with visual and severe or profound intellectual disabilities (VSPID). Participation of adults with VSPID is defined and operationalized in order to provide clarity about this concept in relation to this target group. Participation in this target group covers a wide area, elaborated in different domains. In residential facilities, support for these adults appears to be focused on a number of domains of participation, such as 'experiencing/discovering' and 'involvement', but in other areas, such as 'inclusion' and ‘recreation’, participation is still limited. An intervention was developed to improve the participation of the target group. This intervention, "Care for Participation+" (CFP+), showed positive trends in the attitudes of the direct support professionals with regard to the participation of the target group. This change of attitudes has positive effects on both the active involvement in activities of the adults with VSPID and on the number of initiatives by direct support professionals to stimulate this involvement. |
Suzanne Jansen
Institution: University of Groningen/'s Heeren Loo Zorggroep Contact: [email protected] Website: Academisch Centre of Collaboration on PIMD and the Centre of Expertise PIMD Research: collaboration between parents and professionals in the support of persons with profound intellectual and multiple disabilities. In this research project, the point of focus is the collaboration between parents and professionals in the support of persons with profound intellectual and multiple disabilities (PIMD). With the use of two questionnaires, that were adapted to the target group of persons with PIMD, the opinions of both parents and professionals about the support provided, in terms of its family-centredness, were examined. The two questionnaires, the Dutch Measure of Processes of Care for parents with a child with PIMD (MPOC-PIMD) and the Dutch Measure of Processes of Care for service providers of persons with PIMD (MPOC-SP-PIMD) are being validated and can be used in the support of persons with PIMD to get insight in the family-centredness of the support provided. Further, by systematic literature review, the concept of collaboration in the support of persons with PIMD and related factors will be explored. In a longitudinal part of the research, parents are followed over a longer period of time to get insight in the nature and frequency of the contact they have with professionals and in their experiences with this contact in terms of collaboration. |
Laura Jones
Institution: Bangor University, North Wales Contact: [email protected] Research: Language of Instruction, Access to the Curriculum and Inclusion. The research aims to study how the language of instruction influences access to the curriculum and inclusion, when learning through a second language, for children from Welsh and English home backgrounds who have Special Educational Needs (SEN). The research will adopt a multiple case study design, which will include 3-5 primary schools within Wales. It will provide functional recommendations to support pupils with SEN in bilingual settings by identifying strategies used to support curriculum access and how they fit within evidence based good practice along with providing information to support parents’ choices about their child’s education. |
Jana Kadastik
Institution: Tallinn University, Institute of Educational Sciences , School of Doctoral Studies Contact: [email protected] Research: special education for PIMD students (learning tools: creating study materials, user-centred design, universal design, user experience evaluating) My research theme is: "Learning Environment for Developing Cognitive Skills for Pupils with Severe and Profound and/or Multiple Disabilities in Special Education". The main problem of this research is the fact that pupils' needs are not taken into account when creating study materials for special education. Based on the problem, the aim of this thesis is to create, in collaboration with designers, drafts of study tools that support school work and take into account the needs of students with severe and profound and/or multiple disabilities in special education. |
Michelle King
Institution: Australian Centre for Health Law Research, Queensland University of Technology
Contact: [email protected]
Website: https://transitiontoadulthood.blog/
Research: Michelle is a sociologist and lawyer completing a PhD in law at the Australian Centre for Health Law Research at the Queensland University of Technology. Her work is about the operation of law and regulation in practice for people with profound intellectual and multiple disabilities during their transition to adulthood, which includes the NDIS, Centrelink, banking, healthcare, and guardianship/administration systems. She is an advocate and supporter of her 21-year-old daughter, Daelle, who lives with severe and profound disabilities.
Institution: Australian Centre for Health Law Research, Queensland University of Technology
Contact: [email protected]
Website: https://transitiontoadulthood.blog/
Research: Michelle is a sociologist and lawyer completing a PhD in law at the Australian Centre for Health Law Research at the Queensland University of Technology. Her work is about the operation of law and regulation in practice for people with profound intellectual and multiple disabilities during their transition to adulthood, which includes the NDIS, Centrelink, banking, healthcare, and guardianship/administration systems. She is an advocate and supporter of her 21-year-old daughter, Daelle, who lives with severe and profound disabilities.
Anne Marie Martin
Institution: University College Cork, Ireland
Contact: [email protected]
Website: http://research.ucc.ie/profiles/C014/amartin
Research: Communication and Interaction with Individuals with Severe/Profound Intellectual Disability
The title of this study is ‘Reconciling Communication Repertoires: A Classic Grounded Theory of Navigating Interactions Involving Persons with Severe/Profound Intellectual Disability’. The aim is to generate a theory that explains how people communicate with and understand each other in interactions involving persons with severe/profound intellectual disability. Nationally and internationally, policies and strategies informed by a rights-based approach and advocating person-centredness, inclusion, empowerment and self-determination are shaping service provision to persons with intellectual disability in Ireland. The goal is to improve the quality of life of individuals and their families. Listening to their perspectives is fundamental to meeting these goals. However, communication with people with severe/profound intellectual disability is challenging and difficult. Therefore, this study explores these interactions to contribute to knowledge, evidence and inform practice. Classic Grounded Theory (CGT) methodology guided this study towards meeting its aim. Concurrent theoretical sampling, data collection and analysis were undertaken. Data collection involved video recordings, individual and group interviews. Data was analysed using CGT methods of coding, constant comparison and memoing. The Theory of Reconciling Communication Repertoires was generated. It contributes to the knowledge and evidence base and has the potential to inform practice, policy, management, education and research.
Institution: University College Cork, Ireland
Contact: [email protected]
Website: http://research.ucc.ie/profiles/C014/amartin
Research: Communication and Interaction with Individuals with Severe/Profound Intellectual Disability
The title of this study is ‘Reconciling Communication Repertoires: A Classic Grounded Theory of Navigating Interactions Involving Persons with Severe/Profound Intellectual Disability’. The aim is to generate a theory that explains how people communicate with and understand each other in interactions involving persons with severe/profound intellectual disability. Nationally and internationally, policies and strategies informed by a rights-based approach and advocating person-centredness, inclusion, empowerment and self-determination are shaping service provision to persons with intellectual disability in Ireland. The goal is to improve the quality of life of individuals and their families. Listening to their perspectives is fundamental to meeting these goals. However, communication with people with severe/profound intellectual disability is challenging and difficult. Therefore, this study explores these interactions to contribute to knowledge, evidence and inform practice. Classic Grounded Theory (CGT) methodology guided this study towards meeting its aim. Concurrent theoretical sampling, data collection and analysis were undertaken. Data collection involved video recordings, individual and group interviews. Data was analysed using CGT methods of coding, constant comparison and memoing. The Theory of Reconciling Communication Repertoires was generated. It contributes to the knowledge and evidence base and has the potential to inform practice, policy, management, education and research.
Sara Nijs
Institution: KULeuven (Belgium) Contact: [email protected] Website: http://www.kuleuven.be/wieiswie/en/person/u0076423 Research topic: Peer interactions of persons with PIMD Peer interactions positively influence various quality of life and developmental outcomes. Interactions between two persons with PIMD with and without the presence of the direct support worker are investigated. An intervention for the direct support worker is designed to increase the interactions among persons with PIMD. Also the interactions between persons with PIMD and siblings is investigated. |
Anneleen Penne
Institution: KU Leuven Contact: [email protected] Website: http://www.multiplus.be Research topic: Multiplus, centre of expertness on people with PIMD |
Wieneke Penninga
Institution: Tilburg University and Amerpoort Contact: [email protected] Research: Since 2019 I work as a science practitioner at the Academic Collaborative Center Living with an intellectual disability (Tranzo, Tilburg School of Social and Behavioral Sciences) where I work on a PhD project supervised by prof. dr. Petri Embregts and prof. dr. Hedwig van Bakel. My research project focuses on meaningful moments of interaction between individuals with PID or PIMD and their professional caregivers. Individuals with PID or PIMD often depend on professional caregivers to see and interpret their interactive and communicative signals. Consequently, high quality relationships between professional caregivers and individuals with PID or PIMD are of high importance. Until now, research investigating the quality of the relationship mostly focuses on high quality interactions and concrete observable behaviors or social skills. Although, when asked about their perceptions on a high quality relationship or interactions between themselves and an individual with PID or PIMD, caregivers add an emotional and sometimes even existential component. In persons with borderline intellectual disabilities, these relationships characterized by such emotional and existential components are referred to as meaningful relationships. The focus of this PhD project is on clarifying what elements characterize meaningful moments of interaction for individuals with PID or PIMD and their professional caregivers. From former studies, we know which elements are crucial to build a high quality interaction between an individual with PID or PIMD and his caregiver. We will explore to what extent these elements refer to the same elements constituting a meaningful moment of interaction. In this PhD project meaningful moments of interaction will be analyzed from the perspectives of professional caregivers, parents and individuals with PID or PIMD. |
Kirstie Rees
Institution: University of Dundee Contact: [email protected] Research topic: I am a senior educational psychologist in Scotland and have an interest in promoting the development of children with severe and profound learning difficulties. I am currently working on a Doctorate which uses the transactional model of development to explore parents and teachers' conceptualisation of development and to consider ways in which can work towards a shared understanding of progress. I am also interested in ensuring that the curriculum for this group of learners is both meaningful and relevant and I facilitated a working party which led to the development of the 'South Lanarkshire Framework for supporting pupils with severe and profound learning needs'. Jorien Luijkx
Institution: University of Groningen, Faculty of Behavioral and Social Sciences Contact: [email protected] Research: Parents and siblings of children with PIMD |
Anne Rensfeldt Flink
Institution: University of Gothenburg Contact: [email protected] Research: Communicative support for children with profound intellectual and multiple disabilities. The aim of the study is to evaluate the effect of a parental communication training programme (the ComeAlong course). The ComeAlong Course is a well established communication intervention in the scandinavian countrys. It is a parental education programme that adresses communication, communication development, play, responsive communication strategies and AAC (augmentative and alternative communication). It is offered to families with children with a wide range of disabilities, including children with mulitple disabilities. The evalutaions of the effect of the ComeAlong Course up to this point have included very few children with multiple disabilities and we don't know how this intervention works for this group specifically. My aim is to evaluate the effect of the ComeAlong Course specifically on the PMID group regarding the childrens' communication development and the parents´communicative style (parental responsivity and use of AAC). |
Gertruud Schalen
Institution: University of Groningen (The Netherlands) Contact: [email protected] Website: http://www.rug.nl/staff/g.h.schalen/ Research topic: Longitudinal study into the motor development of young children with high risk of persistent and profound intellectual and multiple disabilities. This longitudinal project is aimed at analyzing the motor development of young children (0;6 – 7;6 years) with profound intellectual and multiple disabilities (PIMD). This study is part of a broader research project (OJKO) in collaboration with KU Leuven. Stimulation of the motor system is important for the reduction of motor delays (Guralnick & Conlon, 2007; Shonkoff & Phillips, 2000; Van der Putten, 2010) and might lead to improved opportunities for exploring the environment. For the child, enhanced opportunities to explore can be beneficial to the development in other areas (Ulrich, Ulrich, Collier, & Cole, 1995). The purpose of this research is to expand knowledge about the motor development of children with PIMD, possible patterns and potential critical periods therein, and the influence of factors such as aetiology and comorbidity. This knowledge can help to better inform parents and healthcare providers about the development and on how to support children with PIMD. |
Lena Talman
Institution: Mälardalen University (Sweden) Contact: [email protected] Research: Participation in everyday life for persons with profound disabilities. Adults with profound disabilities are in need of society’s support. Such support should facilitate the disability policy vision of “a good life”, which means full participation in society and equality in living conditions as well as conditions for independence and self-determination. The aim is to highlight and problematize conceptions of participation and how participation manifests itself in everyday life and in implementation plans for people with profound disabilities living in group homes or in private homes with personal assistance. |
Dinette van Timmeren
Institution: Hanze University of Applied Sciences. Research group Healthy Ageing Allied Health Care and Nursing Contact: [email protected] Research: Physical health issues in persons with severe or profound intellectual and motor disabilities (SPIMD). People with SPIMD encounter numerous physical health problems. There is a risk for these problems to go unrecognized, which can lead to discomfort and pain. There are several studies reporting the need for health screening for people within the ID population. Given the interrelatedness of the disabilities in people with SPIMD and the different prevalence of physical health problems compared to people with less severe ID, the need for an adjusted health screening for people with SPIMD, is evident. The aim of this research is developing a screening instrument for physical health problems in people with SPIMD. |
Dr Luca Tiszai
Institution: University of Szeged, Hungary Contact: [email protected] Website: www.consonante.eoldal.hu Research: Cognitive skills of adults with PMID, new methods based on embodied music cognition, social inclusion of PMID and community music therapy (video: https://www.youtube.com/watch?v=ChpEAgQPCLY) Books for download: Preverbal and nonverbal musicality, Community music therapy and intellectual disability. https://consonante.eoldal.hu/cikkek/books-for-download.html |
Dr Ines Vankeer
Institution: KU Leuven (Belgium) Contact: [email protected] Website: https://ppw.kuleuven.be/pserg/psergstaff/00099810 Research: Children with a significant cognitive and motor developmental delay and their families. Due to the complex interplay of their limitations, young children with a significant cognitive and motor developmental delay are highly dependent on their immediate social setting. Parents and professionals are confronted with unique challenges in the children’s upbringing and support, while research on this specific target group is very scarce. Based on the ‘Developmental Systems Approach’ of Guralnick (2011), Ines’s PhD project aimed to characterize parent-child interactions and family-orchestrated child experiences within this specific target group as well as to examine the interrelationships between these family factors and the child’s developmental characteristics, cross-sectionally and over time. |
Dr Sien Vandesande
Institution: KU Leuven (Belgium) Contact: [email protected] Website: https://ppw.kuleuven.be/pserg/psergstaff/00111171 Research topic: In my doctoral research project, I focus on the parent-child attachment relationship in young children (1-8 years) with a severe or profound intellectual (and possible multiple) disability. These children are often limited in their communicative and behavioral expressions. This implies that observing or identifying attachment behaviors in these children can be challenging. In the current research project, we aim to 1) explore the parent-child attachment relationship and the way to measure this in the particular target group of children with severe disabilities, and to 2) explore how to support parents on this behalf. We use a combination of various methodologies (behavioral observation, measures of skin conductance, interviews) to reach these aims. |
Dr Jo Watson
Institution: Deakin University/ Scope Victoria Contact: [email protected] Research topic: Supporting decision making for people with severe to profound intellectual disabilities. My research is exploring the impact of a supported decision making approach on the lives of people with severe-profound intellectual disabilities and those who care for and about them. |
Hannah Young
Institution: PAMIS, University of Dundee Contact: [email protected] Website: https://uk.linkedin.com/in/hannah-young-156b32120 Research topic: How are we to conceptualise mental health among people with profound learning disabilities? Engaging this group in relation to emotional issues may be seen as a complex therapeutic challenge. My research aims to reach beyond traditional approaches (e.g. cognitivism and behaviourism). Recently, I have revisited the attachment theme - paying close attention to neurophysiological research - making it an important, if not a central, theme by which to understand mental health here. Sanne Nieuwenhuis
Institution: KU Leuven (Belgium) Contact: [email protected] Website: Research topic: In the interdisciplinary research project Blink. we want to understand, access, record and integrate identity in care contexts for persons with high support needs who cannot speak for themselves. In this research, the focus is on persons with profound intellectual and multiple disabilities and persons with dementia, who cannot express their own identity/personhood. We want to try to define personhood for this target group and in this way, we want to access their unique self. The goal of this project is to develop a toolkit, which can be used to provide better person-centered care. |
Gilles Droogmans
Institution: KU Leuven (Belgium) Contact: [email protected] Website: ppw.kuleuven.be/pserg/psergstaff/00115046 Research topic: The doctoral research project "Ça va?" (French, meaning ‘How are you?’) focuses on the patterns, determinants and dynamics in staff-client interactions in services for individuals with severe and profound intellectual disabilities. The project aims to design, implement and evaluate pathways towards more high-quality interactions. |