Seth is planning a study to investigate the communication and emotion in a family. The family consists of a mother, father, grandmother and one son. They live in a remote house and do not interact with other people often.
(a) Describe how Seth could conduct a case study to investigate the communication and emotion in this family.
b) identify one practical weakness with the procedure you have described in your answer to part (a) and suggest how your study might be done differently to overcome the problem.
Answers
Answer:Children with complex communication needs (CCN) regularly have barriers to express and discuss emotions, and have fewer opportunities to participate in emotional conversations. The study explores and analyzes the changes after a training program focused on offering an interactive home learning environment that encouraged and modeled emotion-related conversations between a parent and a child with CCN within storybook-reading contexts. An observational design (nomothetic/follow-up/multidimensional) was used to explore and analyze the changes in the communicative interaction around emotions between mother-child. Augmentative and alternative communication (AAC) technologies were used to provide the child access to emotion-related vocabulary. The training program resulted in the mother providing more opportunities to engage her child in emotional conversations, suggesting that when opportunities and resources to talk about emotions were promoted, the child showed more engagement in emotion-related conversations using his AAC system. The mother–child communicative patterns and behavioral relationships observed during the phases are also presented. This case study illustrates the importance of a primary communication partners’ role in facilitating emotional conversations, and the promising efficacy of a training program implemented in a storybook interactive learning environment to promote conversations about emotion-related events while encouraging children with CCN to learn, explore, express, and discuss emotions.Explanation:Communication and language are essential to understand, express, and adaptively regulate and respond to emotions. Children with complex communication needs (CNN) may have impairments in language production and/or comprehension (Beukelman and Light, 2020), resulting from different etiologies such as cerebral palsy, Down syndrome, developmental disabilities, or speech-language impairment. Recent studies have revealed some evidence that people with CCN often face barriers in expressing and/or understanding emotions, and may have fewer opportunities to talk and learn about emotions (Na and Wilkinson, 2018; Rangel-Rodríguez et al., 2021; Wilkinson et al., 2021).The literature has shown that learning to express and communicate emotions linguistically and appropriately (according to socio-cultural and family norms) is related to adaptive emotional-behavioral outcomes. As an illustration, individuals who are able to express their emotions linguistically (e.g., emotional vocabulary) are more likely to be aware of and recognize their own and others’ emotions, exhibit less intense and sustained emotions, present more emotional management strategies, and display effective ways to self-advocate (Test et al., 2005; Cole et al., 2010; Roben et al., 2013; Doyle and Lindquist, 2018; Torre and Lieberman, 2018). Children with CCN often present some challenges in expressing emotions, not only via linguistic modes of communication (e.g., difficult to produce speech or to access vocabulary that enables them to understand and express emotions), but also in non-linguistic modalities (e.g., motor and/or sensory difficulties). Thus, their communication partners may face difficulties in identifying, interpreting, and discussing emotions (Wilkinson et al., 2021) with a child and may over or underestimate the child’s emotional experience (., 2020). As a result, emotional learning for children with CCN can be challenging, restricted, or even ignored.
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