82 Chapter 4 at expressive language level and use based on observations (JERI), only one child (child 4) increased. However, when looking at language production as administered by the N-CDI, three children (child 3, child 5 and child 6) seemed to improve. When looking at language comprehension two children seemed to improve (child 5 and child 6) and two children seemed to decrease (child 1 and child 3). Parent outcomes Parental skills (JERI) Progress of individual participants on parental skills are presented in Figure 2a to Figure 2d. Results suggest that most parents improved on the following in and symbol highlighting items. There was hardly any improvement measured on the scaffolding item. Only two parents seemed to improve in caregivers affect. Looking at the fluency & connectedness for each child-parent dyad (Figure 2e), we see that half of the dyads improve in their interaction and that the other half didn’t show any change after the BEAR intervention. Mental well-being (WEMWBS) and parental stress (OBVL) When observing individual responses (as presented in Table 4), we see that all parents reported improved mental well-being on the WEMWBS after completing the BEAR intervention. As for parental stress measured by the OBVL, parents reported varied results. Two described reduced parental stress (parent 1 and parent 3), one parent reported same level of parental stress (parent 6). Only one parent seemed to experience more parental stress (parent 2). Endpoint data of two parents for both mental well-being and parental stress was missing. Table 3. Descriptive baseline and endpoint comparisons Coordinated joint engagement Supported joint engagement Symbol infused joint engagement T1 T2 T1 T2 T1 T2 Child 1 1 1 6 6 1 1 Child 2 1 2 2 4 1 1 Child 3 1 6 5 2 2 3 Child 4 2 6 4 3 1 5 Child 5 1 2 4 4 1 1 Child 6 2 3 4 5 2 2
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