Toward a diagnostic intervention model for fostering harmonious interactions between deaf-blind children and their educators

Abstract: This article demonstrates the use of the Diagnostic Intervention Model in everyday practice and the effects of its application in a case study of Kris and his educator using individual coaching. The implications of the case for everyday practice are discussed. The studies underlying the intervention model presented here were financially supported by the Stichting Fonds voor Doven and the Stichting Kinderpostzegels Nederland. The authors acknowledge the work of Yvette Klinkers and Bernadette Van den Tillaart and other staff of the Deaf-Blind Department at Viataal, Sint-Michielsgestel, the Netherlands. In an earlier article (Janssen, Riksen-Walraven, & van Dijk, 2003b), we presented the Diagnostic Intervention Model for use as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators in various settings. An interaction coach, who consults with and supervises the educators, plays a central part i