CHAPTER 4 100 to stimulate the child to provide more information, asking a specific question with only pronouncing the first sound of an activity or person to stimulate the child to think about specific activities and express these, were spontaneously used. The parental supportive actions were executed after the interviewer had asked the question and the child had given the first answer. Often parental support started spontaneously after the interviewer had summarized the answer of the child to get confirmation for the answer. Unsupportive actions of parents occurred when parents answered the question of the interviewer before the child did, expressing judgements about the child’s perspective and only asking the child for confirmation, by expanding the child’s answer and include personal perspectives, or by providing confirmation to the interviewer without giving the child the opportunity to react. Supportive and unsupportive behaviours of the parents occurred intermittently during the interview. This challenged the interviewer’s skills to address the child as the main source of information. The analysed video material showed that the interviewer dosed the amount of attention to parents based on their behaviour being supportive or unsupportive, indicating that she constantly made decisions. Interviewer skills To capture the perspectives of children with heterogeneous ages and functional profiles several interviewer’s skills were visible, which were categorized in ‘verbal & nonverbal communication’, ‘adaptation in bonding’, and ‘timing & flexibility’. Verbal & nonverbal communication Verbally the interviewer used words and constructions of sentences that fit with the functional communication level of the child. Questions (open-ended, a choiceout-of-two, or closed-ended) were expressed in short sentences. Child’s answers Table 1 Continued Case Interview setting Communication observation SYMBOL LEVEL II 9 At home, parents not present The child understands the questions without further clarification needed. He can easily answer questions with Why, how, etc. The child is able to talk about issues other than those that relate to the present moment and about multiple situations. He can fantasize about situations that do not occur in everyday life. He also elaborates about what he tells with ease. He can use complex sentences with conjunctions, but overall, his sentences are short. He uses phrases that have cause and consequences. He can stay with one topic. He asks questions of the interviewer.
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