637 ENGLISH SUMMARY using the Motion Energy Analysis (MEA). CRQA revealed that in the first year of intervention John mainly focused on following Zack, both in movement intensity and gaze direction. In the second year, turn-taking and reciprocity emerged, and following behaviour and taking initiative became more balanced, which led to the emergence of reciprocity in the relationship between Zack and John. The expectation of a decrease in problem behaviour was met during this period of intervention. Incidents of sexually inappropriate behaviour and aggression towards staff and other residents decreased. The initiative towards positive contact with others increased. Yara and Veerle This case revolved around Yara, a 10-year-old girl of Moroccan descent. At school and during after-school treatment Yara rarely spoke. She displayed fearful behaviour and had no friends. At home, however, she did speak, and her parents did not experience any problems. The case report mentioned selective mutism and a mild intellectual disability. The therapist Veerle, a 20-year-old woman and a third-year student in pedagogy, had been introduced to Movement-as-anchor. At the start of the intervention, a movement analysis was conducted on Yara and Veerle during a play session where they were crafting together. A high level of togetherness was visible in all movement features and hardly any moments of behaving independently of one another. It was also evident that the togetherness was established because Veerle adapted all her movements to match Yara’s. Yara started speaking to the therapist from the very beginning, and they followed each other mutually. The goal of the intervention was for Yara to start speaking as easily with others as she did at home or with Veerle. Veerle started making movements that made her different from Yara, while maintaining moments of togetherness. The expectation was that if Yara learned to interact with people who communicate differently from what she was used to or preferred, she would also start speaking outside the home, become socially resilient, make friends, and further develop socially and emotionally. Veerle used the movement features speed and sound and focused on extending her own speaking time and increasing her conversational dominance. She also shortened the duration of following Yara. The variables used to assess whether the intervention was carried out properly and if the goal was achieved were movement intensity, speaking-silence rhythm, and Linell’s IR coefficient strong initiatives. CRQA revealed a decrease in the average and maximum duration of following behaviour in movement intensity of Veerle. The Linell analysis showed that Veerle extended her speaking time and increased her conversational dominance. These moments of intervention caused a startled reaction in Yara, evident in the decrease in average and maximum duration of Yara’s following behaviour immediately after an intervention. At the end of the intervention, we observed that the therapist’s implemented strategy no longer had a negative effect on Yara’s following behaviour. Thus, the provided A
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