635 ENGLISH SUMMARY his own movement. There were also moments when Menno followed Mylene’s gaze direction or her softer speaking tone. The structure that Menno had learned with Joram is also evident in relation to Mylene. The intervention took place over a period of nine months based on the movement feature direction. The strategy applied by Mylene is twofold. She regularly turned her head deliberately towards the family member who was speaking, with the aim of Menno following her movement and at the same time looking at the speaker. At other times, Mylene deliberately turned her head toward her own plate of food when Menno looked at her, in order to make Menno focus on his own food as well. The movement feature direction was analysed using CRQA. The assessment focused on whether there was an increase in following behaviour and the emergence of reciprocity in a group (i.e., the family members) rather than in one-on-one situation. We found that Menno started following the gaze direction of Mylene. The following pattern of Menno towards other family members was less pronounced. However, a cautious conclusion seems appropriate that Menno did start following the gaze direction of Mylene towards another family member at times. Mylene’s use of gaze direction also resulted in Menno also adopting gaze direction and returning to his own plate of food when Mylene did not look back at Menno while he was talking to her and looking at her. Menno did indeed pay more attention to other family members during dinner. The meals became more enjoyable, there was room for all family members to express themselves, and frequent laughter and jokes occurred. Levi and Gerda This case revolved around Levi. He was 14 years old when the intervention with Movement-as-anchor began. He lived with his parents and three younger sisters as a nuclear family. The parents needed help badly, because Levi was not paying attention to anyone and was doing whatever he wanted; he was not taking care of himself properly, had angry outbursts, and was aggressive. Punishment or rewards did not change his behaviour. His behaviour was so disruptive that his sisters no longer want to be around him, and his parents were relieved when Levi was not at home. According to the case report, Levi has a mild intellectual disability and reactive attachment disorder. Gerda, the therapist was a 40-year-old woman with years of experience as an ambulatory therapist trained in the method of Movement-as-anchor. At the start of the intervention, a movement analysis was made of Levi in relation to therapist Gerda during a game of Halli Galli. The analysis showed that there are more moments of behaving independently than shared behaviours. It also appeared that Levi only occasionally follows Gerda’s movements. This only happened when Gerda explicitly directed her attention to herself by moving grandly and speaking emphatically. As in the other cases, the goal of the intervention was to develop reciprocity. This translates into the development of following behaviour by Levi in relation to Gerda. A
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