UNCOVERING CHILD’S VIEW BY TAILORED INTERVIEWING 101 4 were repeated or summarized for confirmation, follow-up questions were formulated again as open-ended, a choice-out-of-two or closed-ended. The words used were often the same as the words the child used. A nice tone of voice and humorous expressions supported the verbal communication. Verbal reactions given to parents during the interview were in sentences and words that align with the communication level of the child. The interviewer used AAC in the form of gestures, pointing to an object in the room or outside, using the picture of the Talking Mats® or photographs of the child. These communications aids helped to get a perspective of the children’s likes and dislikes. Nonverbally the interviewer showed interest in the child by looking friendly at the child, making eye-contact, listening with an interested facial expression, and using facial expressions reflecting the answers the child had given. The nonverbal communication stayed addressed to the child when parents were participating in the conversation. Only in the partly successful interview the verbal and nonverbal communication was also aligned with the parent who served as a translator (DutchGerman). Less alignment with the child’s level of communication, both verbally and nonverbally was seen in the course of the interview. Adaptation in bonding Several interviewer’s actions were observable during the interviews that showed bonding with the child and adapting reactions to the child’s behaviour. The interviewer shared personal information to connect to the child, for instance when a child talks about the use of a tablet in the school context: Used techniques by the interviewer Types of questions The interviewer does not need to adjust her communication. She uses complex questions and different sort of questions (why, what, where, etc.). The interviewer does not use any AAC. Reasoning about perception
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