Samenvatting Literatuur
Interventies bij personen met beperkingen
Minor orthopedagogiek
PABA5385
Rijksuniversiteit Groningen
2023-2024
1
,Inhoud
Samenvatting Literatuur................................................................................................................................................ 1
Effectladder......................................................................................................................................................................... 5
Developing a Logic Model for the Triple-C Intervention: A Practice-Derived Intervention to
Support People with Intellectual Disability and Challenging Behavior.......................................................6
Multidisciplinaire Richtlijn Probleemgedrag bij volwassenen met een verstandelijke beperking:
Begeleiding en Behandeling van Probleemgedrag............................................................................................ 11
Artikel: Dynamic Systems Theory and the Complexity of Change..............................................................15
De rol van theorie.............................................................................................................................15
Een dynamische systeembenadering aangaande ontwikkeling........................................................15
Een metafoor....................................................................................................................................16
Drie principes van dynamische systeemtheorie................................................................................16
Een ontwikkelingscascade................................................................................................................17
Het leren vastpakken........................................................................................................................17
De taak van het leren vastpakken.....................................................................................................18
Een dynamisch account....................................................................................................................18
Motivatie: een dynamische cascade.................................................................................................18
Conclusie: Het serieus nemen van ontwikkeling...............................................................................19
A Systematic Review of Animal-Assisted Therapy on Psychosocial Outcomes in People with
Intellectual Disability.................................................................................................................................................... 19
Family-Centered Practices in Early Childhood Intervention (H3)..............................................................21
Early intervention for young children with developmental delays - Contributions of the
developmental systems approach........................................................................................................................... 25
A meta-analysis of the efficacy of acceptance and commitment therapy for children........................29
Psychosocial interventions to improve social functioning of children and adolescents with
chronic physical conditions: A systematic review............................................................................................. 31
Psychoeducation for Children with Chronic Conditions: A Systematic Review and Meta-analysis
............................................................................................................................................................................................... 34
Cognitive Orientation to daily Occupational Performance (CO-OP) Intervention for People with
Cerebral Palsy: A Systematic Review with Meta-Analysis..............................................................................37
Family-oriented services in pediatric rehabilitation: a scoping review and framework to promote
parent and family wellness......................................................................................................................................... 41
Evidence-based systematic review of cognitive rehabilitation, emotional and family treatment
studies for children with acquired brain injury literature: From 2006 to 2017...................................46
Cognitieve revalidatie voor kinderen en jongeren met niet-aangeboren hersenletsel: wat zijn de
effectieve componenten?............................................................................................................................................. 51
Home-based early intervention in infants and young children with visual impairment using the
Developmental Journal: longitudinal cohort study........................................................................................... 54
2
,Social-Emotional Interventions with Children and Youth Who are Deaf or Hard of Hearing: A
Research Synthesis........................................................................................................................................................ 58
A psychososcial follow-up study of deaf preschool children using cochlear implants.......................60
Video-feedback Interventions for Improving Interactions with Individuals with Congenital Deaf
blindness: a Systematic Review................................................................................................................................ 67
Immersive Communication Intervention for Speaking and Non-speaking Children with
Intellectual Disabilities................................................................................................................................................. 70
Communication development from an intersubjective perspective: Exploring the use of a layered
communication model to describe communication development in students with congenital
deafblindness................................................................................................................................................................... 75
Helping persons with Usher syndrome type II adapt to deafblindness: An intervention program
centered on managing personal goals.................................................................................................................... 80
Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory:
Its Effects on Teachers and on the Motivation of Students with Deafblindness....................................83
Content and Quality of Motor Initiatives in the Support of People with Profound Intellectual and
Multiple Disabilities....................................................................................................................................................... 86
Duizendpoten................................................................................................................................................................... 88
Looking back, looking forward: Methodological challenges and future directions in research on
persons with profound intellectual and multiple disabilities.......................................................................90
Making Sense of Multi-Sensory Environments: A Scoping Review............................................................95
The content of Support of Persons with Profound Intellectual and Multiple Disabilities: An
Analysis of the Number and Content of Goals in the Educational Programs..........................................98
Implementation of a program to support direct support professionals to promote a healthy
lifestyle for people with moderate to profound intellectual disabilities...............................................100
Improving the participation of adults with visual and severe or profound intellectual disabilities:
a process evaluation of a new intervention....................................................................................................... 104
Methodiek TOS.............................................................................................................................................................. 108
Parent-Implemented Hanen Program It Takes Two to Talk: An Exploratory Study in Spain........110
Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?..........113
Bewijskracht per studie............................................................................................................................................ 117
Effectladder......................................................................................................................................................................... 3
Developing a Logic Model for the Triple-C Intervention: A Practice-Derived Intervention to
Support People with Intellectual Disability and Challenging Behavior......................................................4
Multidisciplinaire Richtlijn Probleemgedrag bij volwassenen met een verstandelijke beperking:
Begeleiding en Behandeling van Probleemgedrag.............................................................................................. 8
Artikel: Dynamic Systems Theory and the Complexity of Change..............................................................12
A Systematic Review of Animal-Assisted Therapy on Psychosocial Outcomes in People with
Intellectual Disability.................................................................................................................................................... 16
Family-Centered Practices in Early Childhood Intervention (H3)..............................................................18
Early intervention for young children with developmental delays - Contributions of the
developmental systems approach........................................................................................................................... 22
3
,A meta-analysis of the efficacy of acceptance and commitment therapy for children.......................26
Psychosocial interventions to improve social functioning of children and adolescents with
chronic physical conditions: A systematic review............................................................................................. 29
Psychoeducation for Children with Chronic Conditions: A Systematic Review and Meta-analysis
............................................................................................................................................................................................... 32
Cognitive Orientation to daily Occupational Performance (CO-OP) Intervention for People with
Cerebral Palsy: A Systematic Review with Meta-Analysis..............................................................................35
Family-oriented services in pediatric rehabilitation: a scoping review and framework to promote
parent and family wellness......................................................................................................................................... 38
Evidence-based systematic review of cognitive rehabilitation, emotional and family treatment
studies for children with acquired brain injury literature: From 2006 to 2017...................................43
Cognitieve revalidatie voor kinderen en jongeren met niet-aangeboren hersenletsel: wat zijn de
effectieve componenten?............................................................................................................................................. 48
Home-based early intervention in infants and young children with visual impairment using the
Developmental Journal: longitudinal cohort study........................................................................................... 51
Social-Emotional Interventions with Children and Youth Who are Deaf or Hard of Hearing: A
Research Synthesis........................................................................................................................................................ 55
A psychososcial follow-up study of deaf preschool children using cochlear implants...............................57
Video-feedback Interventions for Improving Interactions with Individuals with Congenital Deaf
blindness: a Systematic Review................................................................................................................................ 64
Immersive Communication Intervention for Speaking and Non-speaking Children with
Intellectual Disabilities................................................................................................................................................ 67
Communication development from an intersubjective perspective: Exploring the use of a layered
communication model to describe communication development in students with congenital
deafblindness................................................................................................................................................................... 72
Helping persons with Usher syndrome type II adapt to deafblindness: An intervention program
centered on managing personal goals................................................................................................................... 77
Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory:
Its Effects on Teachers and on the Motivation of Students with Deafblindness....................................79
Content and Quality of Motor Initiatives in the Support of People with Profound Intellectual and
Multiple Disabilities...................................................................................................................................................... 82
Duizendpoten.................................................................................................................................................................. 84
Looking back, looking forward: Methodological challenges and future directions in research on
persons with profound intellectual and multiple disabilities......................................................................87
Making Sense of Multi-Sensory Environments: A Scoping Review............................................................92
The content of Support of Persons with Profound Intellectual and Multiple Disabilities: An
Analysis of the Number and Content of Goals in the Educational Programs..........................................95
Implementation of a program to support direct support professionals to promote a healthy
lifestyle for people with moderate to profound intellectual disabilities..................................................97
Improving the participation of adults with visual and severe or profound intellectual disabilities:
a process evaluation of a new intervention....................................................................................................... 101
Methodiek TOS............................................................................................................................................................. 105
4
, Parent-Implemented Hanen Program It Takes Two to Talk: An Exploratory Study in Spain........107
Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?..........110
Bewijskracht per studie............................................................................................................................................ 114
Effectladder
Bewijskracht Omschrijving Soorten onderzoek ter ondersteuning Ontwikkelingsniveau
effectiviteit RGoi interventie
5 Sterke Als 1 t/m 4, maar nu is het (Quasi-)experimenteel onderzoek Werkzaam
empirische zeer aannemelijk dat de en herhaalde casestudy’s (N=1) met
aanwijzingen uitkomsten door de follow-up
interventie zijn veroorzaakt (Quasi-)experimenteel en herhaald
N=1-onderzoek zonder follow-up
4 Goede Als 1 t/m 3, maar nu is het Veranderingstheoretisch onderzoek Plausibel
empirische enigszins aannemelijk dat de Dose-response-onderzoek
aanwijzingen uitkomsten veroorzaakt zijn Normgerelateerd onderzoek,
door de interventie en de kwaliteitstoetsend onderzoek en
elementen waaruit deze benchmarkstudies
5
, interventie bestaat
3 Eerste Als 1 en 2, maar nu toont Uitkomstenmonitoring: Doeltreffend
empirische onderzoek aan dat de doelen - Veranderingsonderzoek
aanwijzingen zijn bereikt, cliënten - Doelrealisatieonderzoek
tevreden zijn, problemen zijn - Cliënttevredenheidsonderzoek
afgenomen, vaardigheden - Onderzoek naar uitval
versterkt, participatie
verbeterd
2 Theoretische Als 1, maar nu is er ook een Meta-analyse Veelbelovend
aanwijzingen geloofwaardige Literatuurstudie
interventietheorie over hoe Focusgroepen
en waarom de interventie de Grounded theory/intervention
beoogde uitkomsten bereikt mapping
1 Descriptieve De kernelementen van een Beschrijvend onderzoek Voorwaardelijk
aanwijzingen, interventie (doelgroep, Documentenanalyse
nog geen aanpak, uitkomsten) en de Interviews
bewijskracht personele, organisatorische Delphi-panels
en materiële context en
randvoorwaarden zijn
duidelijk en begrijpelijk
omschreven
De effectladder kan je in je achterhoofd houden bij het lezen van deze samenvatting om de
effectiviteit van interventies te kunnen beoordelen. Aan het eind van deze samenvatting heb ik
een overzichtje gemaakt met mijn eigen inschattingen van de effectiviteit per studie.
Developing a Logic Model for the Triple-C Intervention: A Practice-
Derived Intervention to Support People with Intellectual Disability
and Challenging Behavior
Inleiding
6
Interventies bij personen met beperkingen
Minor orthopedagogiek
PABA5385
Rijksuniversiteit Groningen
2023-2024
1
,Inhoud
Samenvatting Literatuur................................................................................................................................................ 1
Effectladder......................................................................................................................................................................... 5
Developing a Logic Model for the Triple-C Intervention: A Practice-Derived Intervention to
Support People with Intellectual Disability and Challenging Behavior.......................................................6
Multidisciplinaire Richtlijn Probleemgedrag bij volwassenen met een verstandelijke beperking:
Begeleiding en Behandeling van Probleemgedrag............................................................................................ 11
Artikel: Dynamic Systems Theory and the Complexity of Change..............................................................15
De rol van theorie.............................................................................................................................15
Een dynamische systeembenadering aangaande ontwikkeling........................................................15
Een metafoor....................................................................................................................................16
Drie principes van dynamische systeemtheorie................................................................................16
Een ontwikkelingscascade................................................................................................................17
Het leren vastpakken........................................................................................................................17
De taak van het leren vastpakken.....................................................................................................18
Een dynamisch account....................................................................................................................18
Motivatie: een dynamische cascade.................................................................................................18
Conclusie: Het serieus nemen van ontwikkeling...............................................................................19
A Systematic Review of Animal-Assisted Therapy on Psychosocial Outcomes in People with
Intellectual Disability.................................................................................................................................................... 19
Family-Centered Practices in Early Childhood Intervention (H3)..............................................................21
Early intervention for young children with developmental delays - Contributions of the
developmental systems approach........................................................................................................................... 25
A meta-analysis of the efficacy of acceptance and commitment therapy for children........................29
Psychosocial interventions to improve social functioning of children and adolescents with
chronic physical conditions: A systematic review............................................................................................. 31
Psychoeducation for Children with Chronic Conditions: A Systematic Review and Meta-analysis
............................................................................................................................................................................................... 34
Cognitive Orientation to daily Occupational Performance (CO-OP) Intervention for People with
Cerebral Palsy: A Systematic Review with Meta-Analysis..............................................................................37
Family-oriented services in pediatric rehabilitation: a scoping review and framework to promote
parent and family wellness......................................................................................................................................... 41
Evidence-based systematic review of cognitive rehabilitation, emotional and family treatment
studies for children with acquired brain injury literature: From 2006 to 2017...................................46
Cognitieve revalidatie voor kinderen en jongeren met niet-aangeboren hersenletsel: wat zijn de
effectieve componenten?............................................................................................................................................. 51
Home-based early intervention in infants and young children with visual impairment using the
Developmental Journal: longitudinal cohort study........................................................................................... 54
2
,Social-Emotional Interventions with Children and Youth Who are Deaf or Hard of Hearing: A
Research Synthesis........................................................................................................................................................ 58
A psychososcial follow-up study of deaf preschool children using cochlear implants.......................60
Video-feedback Interventions for Improving Interactions with Individuals with Congenital Deaf
blindness: a Systematic Review................................................................................................................................ 67
Immersive Communication Intervention for Speaking and Non-speaking Children with
Intellectual Disabilities................................................................................................................................................. 70
Communication development from an intersubjective perspective: Exploring the use of a layered
communication model to describe communication development in students with congenital
deafblindness................................................................................................................................................................... 75
Helping persons with Usher syndrome type II adapt to deafblindness: An intervention program
centered on managing personal goals.................................................................................................................... 80
Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory:
Its Effects on Teachers and on the Motivation of Students with Deafblindness....................................83
Content and Quality of Motor Initiatives in the Support of People with Profound Intellectual and
Multiple Disabilities....................................................................................................................................................... 86
Duizendpoten................................................................................................................................................................... 88
Looking back, looking forward: Methodological challenges and future directions in research on
persons with profound intellectual and multiple disabilities.......................................................................90
Making Sense of Multi-Sensory Environments: A Scoping Review............................................................95
The content of Support of Persons with Profound Intellectual and Multiple Disabilities: An
Analysis of the Number and Content of Goals in the Educational Programs..........................................98
Implementation of a program to support direct support professionals to promote a healthy
lifestyle for people with moderate to profound intellectual disabilities...............................................100
Improving the participation of adults with visual and severe or profound intellectual disabilities:
a process evaluation of a new intervention....................................................................................................... 104
Methodiek TOS.............................................................................................................................................................. 108
Parent-Implemented Hanen Program It Takes Two to Talk: An Exploratory Study in Spain........110
Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?..........113
Bewijskracht per studie............................................................................................................................................ 117
Effectladder......................................................................................................................................................................... 3
Developing a Logic Model for the Triple-C Intervention: A Practice-Derived Intervention to
Support People with Intellectual Disability and Challenging Behavior......................................................4
Multidisciplinaire Richtlijn Probleemgedrag bij volwassenen met een verstandelijke beperking:
Begeleiding en Behandeling van Probleemgedrag.............................................................................................. 8
Artikel: Dynamic Systems Theory and the Complexity of Change..............................................................12
A Systematic Review of Animal-Assisted Therapy on Psychosocial Outcomes in People with
Intellectual Disability.................................................................................................................................................... 16
Family-Centered Practices in Early Childhood Intervention (H3)..............................................................18
Early intervention for young children with developmental delays - Contributions of the
developmental systems approach........................................................................................................................... 22
3
,A meta-analysis of the efficacy of acceptance and commitment therapy for children.......................26
Psychosocial interventions to improve social functioning of children and adolescents with
chronic physical conditions: A systematic review............................................................................................. 29
Psychoeducation for Children with Chronic Conditions: A Systematic Review and Meta-analysis
............................................................................................................................................................................................... 32
Cognitive Orientation to daily Occupational Performance (CO-OP) Intervention for People with
Cerebral Palsy: A Systematic Review with Meta-Analysis..............................................................................35
Family-oriented services in pediatric rehabilitation: a scoping review and framework to promote
parent and family wellness......................................................................................................................................... 38
Evidence-based systematic review of cognitive rehabilitation, emotional and family treatment
studies for children with acquired brain injury literature: From 2006 to 2017...................................43
Cognitieve revalidatie voor kinderen en jongeren met niet-aangeboren hersenletsel: wat zijn de
effectieve componenten?............................................................................................................................................. 48
Home-based early intervention in infants and young children with visual impairment using the
Developmental Journal: longitudinal cohort study........................................................................................... 51
Social-Emotional Interventions with Children and Youth Who are Deaf or Hard of Hearing: A
Research Synthesis........................................................................................................................................................ 55
A psychososcial follow-up study of deaf preschool children using cochlear implants...............................57
Video-feedback Interventions for Improving Interactions with Individuals with Congenital Deaf
blindness: a Systematic Review................................................................................................................................ 64
Immersive Communication Intervention for Speaking and Non-speaking Children with
Intellectual Disabilities................................................................................................................................................ 67
Communication development from an intersubjective perspective: Exploring the use of a layered
communication model to describe communication development in students with congenital
deafblindness................................................................................................................................................................... 72
Helping persons with Usher syndrome type II adapt to deafblindness: An intervention program
centered on managing personal goals................................................................................................................... 77
Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory:
Its Effects on Teachers and on the Motivation of Students with Deafblindness....................................79
Content and Quality of Motor Initiatives in the Support of People with Profound Intellectual and
Multiple Disabilities...................................................................................................................................................... 82
Duizendpoten.................................................................................................................................................................. 84
Looking back, looking forward: Methodological challenges and future directions in research on
persons with profound intellectual and multiple disabilities......................................................................87
Making Sense of Multi-Sensory Environments: A Scoping Review............................................................92
The content of Support of Persons with Profound Intellectual and Multiple Disabilities: An
Analysis of the Number and Content of Goals in the Educational Programs..........................................95
Implementation of a program to support direct support professionals to promote a healthy
lifestyle for people with moderate to profound intellectual disabilities..................................................97
Improving the participation of adults with visual and severe or profound intellectual disabilities:
a process evaluation of a new intervention....................................................................................................... 101
Methodiek TOS............................................................................................................................................................. 105
4
, Parent-Implemented Hanen Program It Takes Two to Talk: An Exploratory Study in Spain........107
Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?..........110
Bewijskracht per studie............................................................................................................................................ 114
Effectladder
Bewijskracht Omschrijving Soorten onderzoek ter ondersteuning Ontwikkelingsniveau
effectiviteit RGoi interventie
5 Sterke Als 1 t/m 4, maar nu is het (Quasi-)experimenteel onderzoek Werkzaam
empirische zeer aannemelijk dat de en herhaalde casestudy’s (N=1) met
aanwijzingen uitkomsten door de follow-up
interventie zijn veroorzaakt (Quasi-)experimenteel en herhaald
N=1-onderzoek zonder follow-up
4 Goede Als 1 t/m 3, maar nu is het Veranderingstheoretisch onderzoek Plausibel
empirische enigszins aannemelijk dat de Dose-response-onderzoek
aanwijzingen uitkomsten veroorzaakt zijn Normgerelateerd onderzoek,
door de interventie en de kwaliteitstoetsend onderzoek en
elementen waaruit deze benchmarkstudies
5
, interventie bestaat
3 Eerste Als 1 en 2, maar nu toont Uitkomstenmonitoring: Doeltreffend
empirische onderzoek aan dat de doelen - Veranderingsonderzoek
aanwijzingen zijn bereikt, cliënten - Doelrealisatieonderzoek
tevreden zijn, problemen zijn - Cliënttevredenheidsonderzoek
afgenomen, vaardigheden - Onderzoek naar uitval
versterkt, participatie
verbeterd
2 Theoretische Als 1, maar nu is er ook een Meta-analyse Veelbelovend
aanwijzingen geloofwaardige Literatuurstudie
interventietheorie over hoe Focusgroepen
en waarom de interventie de Grounded theory/intervention
beoogde uitkomsten bereikt mapping
1 Descriptieve De kernelementen van een Beschrijvend onderzoek Voorwaardelijk
aanwijzingen, interventie (doelgroep, Documentenanalyse
nog geen aanpak, uitkomsten) en de Interviews
bewijskracht personele, organisatorische Delphi-panels
en materiële context en
randvoorwaarden zijn
duidelijk en begrijpelijk
omschreven
De effectladder kan je in je achterhoofd houden bij het lezen van deze samenvatting om de
effectiviteit van interventies te kunnen beoordelen. Aan het eind van deze samenvatting heb ik
een overzichtje gemaakt met mijn eigen inschattingen van de effectiviteit per studie.
Developing a Logic Model for the Triple-C Intervention: A Practice-
Derived Intervention to Support People with Intellectual Disability
and Challenging Behavior
Inleiding
6
