Fostering Harmonious Interactions in a Boy with Congenital Deaf-Blindness: A Single-Case Study

Abstract

This article demonstrates the effectiveness of applying the Diagnostic Intervention Model for fostering harmonious interactions by describing a single-case study. Changes in the caregiver's turn-giving had substantial effects on the child's turn-taking, regulation of intensity, and approving and disapproving answers. The interaction effects were less clear for the child's initiatives.

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