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Tal Baz MS OTR/LRosemary White OTR/L
Rebecca Shahmoon Shanok Ph.D
The Dyadic Space -Where Affect and Sensory
Merge
Rhythms of Dialogue in Infancy
2001
Joseph JaffeBeatrice BeebeStanley FeldsteinCynthia L. CrownMichael D. Jasnow
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At four months old
• Eighty-eight mother-infant pairs were assessed in three partner configurations, in two different settings:
1. Mother-infant (home and lab)2. Stranger-infant (home and lab)3. Mother-stranger (home and lab)
At twelve months old
• Infant cognition was evaluated at home with the Bailey Scales
• Infant attachment was assessed in the lab using the Ainsworth Strange Situation
A-avoidantB-secure C-anxious-resistantD-disorganized
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Background facts…
• Discrimination of duration is one of the most basic functions of the auditory system.
• Infants perceive time and estimate duration of events – even in the fetus.
• Within the first month of life infants can discriminate uni-modal auditory duration changes of 20 ms’, and perceive synchrony.
• By age 4-5 months infants can discriminate duration, rate, and rhythm.
Definitions:• Vocal states:
1. Vocalization: a continuous utterance of one individual containing no silence greater then 250 ms, or 1/4 of a minute (V)
2. Pause: a joint silence greater then or equal to 250 ms (P)
3. Switching pause: a joint silence greater then or equal to 250 ms initiated by the turn holder, but terminated by a unilateral vocalization of the partner. It regulates the turn taking. (SP)
4. Noninteruptive simultaneous speech: begins and ends while the partner who holds the turn vocalizes continuously (NSS)
5. Interruptive simultaneous speech: initiated by the listener while the turn holder is vocalizing, but then continues after the turn holder stops (ISS)
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Tempo: the vocalization + pause cycle for each turn holder. It is measured by seconds per cycle and defines the “beat”.
…Rhythm is a recurrent temporal patterning of events, or nonrandom variation, which may or may not be strictly regular. There are Periodic Rhythms (heartbeat, breathing, etc.) and Non-Periodic Rhythms (communication).
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Coordinated Interpersonal Timing (CIT)
1. Match between temporal ranges of infant auditory discrimination (0.4-1.6 s) and sound-silence durations of adult-infant interaction (largely less then 1 s) – this reflects a coherent perceptual-motor system
2. A ratio of 1:2 of vocalization to silence has been found to occur regardless of tempo –this is considered a method mothers use to keep the infant from habituating
3. Bi-directionality of CIT:
– The degree of CIT was a powerful predictor of outcomes
– Midrange CIT values, especially with mother at home, predicted secure attachment
– Low and high CIT values predicted insecure attachment
– High CIT for infant-stranger in the lab predicts cognition – response to novelty
– Predictions of attachment and cognition were most correlated with the switching pause which is uniquely dyadic
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4. Modes of turn regulation: matching of switching pause durations make the exchange more predictable
5. Optimum lag: at any particular moment, on average, each partner was most contingent on what the other did 20-30 seconds before
What does this all mean, and Why is it
so important?
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• Vocal timing… is synchronized with various kinetic features, such as facial expression, head movement, and gaze patterns, so that it potentially indexes the whole communication “package” (stern, 1994)
Sensory Integration
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• The repetitions of vocal and/or kinesic patterns with minor variations are ideally suited to create expectancies, avoid habituation, maintain the infant’s attention, and create subtle nuances for the infant’s affective experience (nonperiodic rhythms).
Attention
• Sensitivity to time necessarily involves sensitivity to affective and cognitive information.
Affect and Cognition
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• Timing and rhythm are basic organizing principles of all communication, and rhythm underlies all behavior (Lenneberg, 1967)
Communication and Behavior
• In communication – as it is defined from a dynamic systems view –each person’s behavior is created in the process of joint co-ordination.
Co-Regulation
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UMA...
INITIAL EVALUATION
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DMIC: A Multi-Axial ApproachAxis 1: Primary Diagnosis
100. Interactive Disorders200. Regulatory-Sensory Processing
Disorders300. Neurodevelopmental Disorders of
Relating and Communicating400. Language Disorders500. Learning Disorders
With a consideration of contributions from the following Axes
Axis II
FEDL
Axis III
Reg.-Sens.
Axis IV
Lang.
Axis V
VisuoSpat.
Axis VI
Stress
Axis VII
OtherMed.
Axis VII
FamilyPatterns
Diagnosis – Axis I: Neurodevelopmental Disorders of
Relating and Communicating
301. Type I: Early Symbolic with Constrictions
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Diagnosis – Axis II: Developmental Stages
• Constrictions in all 6 functional developmental levels
Diagnosis - Axis III: Regulatory-Sensory Processing Capacities
Sensory Modulation Disorder (Type I) with Over-Responsivity, Fearful, Anxious Pattern (201)
Sensory Discrimination (Type II) and Sensory Based Motor Disorder (Type III) (205.4)
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Diagnosis – Axis IV: Language
Constrictions in all levels of language functioning, in both comprehension and production (401-406)
* Self regulation and Interest in the World * Forming Relationships: Affective Vocal Synchrony * Intentional Two-Way Communication * First Words: Sharing meanings in gestures and
words * Word Combinations: Sharing Experiences
Symbolically* Early Discourse: Reciprocal Symbolic Interactions
with Others
Diagnosis – Axis V: Visual-spatial Capacities
1. Body Awareness and Sense2. Location of Body in space3. Relation of Objects to Self and
Other Objects and People4. Conservation of Space5. Visual Logical reasoning6. Representational Thought
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Diagnosis – Axis VI:Caregiver and Family Patterns
History:• Parents for first 4 m’• Nanny between 4 and 18 m’ – 40 hours a week• In India between 18 and 25 m’• Started pre-school at 27 m’ (8 h’ a day)• Switched to another pre-school at 40 m’• Switched to integrated pre-school at 45 m’• Currently stays in school only for 5 h’ a day,
Mom or sitter pick her up.
Diagnosis - Axis VII: Stress
Uma
• Internal discomfort• External sensory
bombardment• “was assailed by
extreme stress and social anxiety in unfamiliar homes or with new people… cried, begged to be taken home… and was echolalia”
Parents
• Fear of meaning of diagnosis for her and for them
• Professional uncertainty
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Diagnosis – Axis VIII: Medical and Neurological Concerns
• One paternal uncle has depression/ADD, the other is socially awkward•Paternal grandfather may have had serious undiagnosed mental illness.•Both parents, and maternal grandparents have mild chronic depression.•Uneventful pregnancy. Mother stayed on a maintenance dose of Zoloft throughout.•Uneventful delivery, APGAR of 9•Mom produced little milk and stopped nursing altogether very quickly.•Was fed a cow’s milk formula for several months, and switched to soy based formula due to gas-related irritability and fussiness•Had 2-3 ear infections•M-CHAT was administered in her 3rd year check up•Neuropsychological eval. Followed leading to a PDD diag’
WITH MOM AT HOME
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BLUE OR YELLOW MAMMA
THERE ARE 2 UMA’S
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HI UMA, HI TAL
5 LITTLE MONKEYS
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SINGING CHICKA CHICKA BOOM BOOM
PRETENDING CHICKA CHICKA BOOM BOOM
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TOO MUCH TIME ON KNEES
BEING SAD AND FEELING LOVE