CHAPTER 4 102 Child: We use an iPad in our school. Interviewer: That was different for me, we didn’t even have internet when I was in school. Child: Really? Interviewer: No way. Child: And no pens? Interviewer: Yes, we did have pens, because we had to write instead of typing. A different example is when a child talked about getting into a fight and the interviewer told personal information about her boxing sports. Another bonding action was when the interviewer shows interest in the child’s story or uses jokes to create a nice atmosphere when needed: Interviewer: How does showering and dressing go? Child: O, I never dress. Interviewer: No? How do you do that then? You have whoop (snaps with fingers), your clothes on? Child: laughs Interviewer: Can you teach me that trick? Child: No, I am not good at dressing Interviewer: Not good, can you tell me more about it? Also, physical contact was used when the interviewer says, ‘can you give me a high five’, or verbal allowing the child to give her a hug. To bond, doing things together was also used when the interviewer asked the child to help her with the Talking Mats® cards or when the interviewer helped the child in her play. In some cases, the interviewer asked permission to the child which helped the bonding process, for instance when the interviewer asked permission to remove a Talking Mats® card or to record the interview. Timing & flexibility The interviewer showed a flexibility in interviewer skills when answers of the child were verbally or non-verbally inadequate. In order to be flexible, the interviewer had to analyse the correctness of the answer in the moment and then decide on the next question or comment, and on the right moment in time to intervene (reflection-in-action). Interventions for getting the child’s attention back or waiting for the child’s response were necessary to obtain a collaborative atmosphere. Especially, when parental influence was unsupportive.
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