638 APPENDICES intervention has proven to be successful. The expectation that Yara would also start talking more easily outside the home and further develop socially and emotionally did not materialize as a result of the intervention but did happen after another nine months of Movement-as-anchor. Rens and Emma This case revolved around Rens, a 28-year-old man living in a facility for individuals with moderate to severe intellectual disabilities and behavioural problems. The case report indicated a severe intellectual disability and autism. Rens exhibited stereotypical behaviour such as biting hands, rocking, and hyperventilating when tension increased. The absence of enjoyable interactions and the presence of stereotypical behaviour were considered undesirable. The therapist Emma, a 21-year-old woman and third-year student in pedagogy had been introduced to Movement-as-anchor during her studies. At the beginning of the treatment program, a movement analysis was conducted on Rens and Emma. Moments of togetherness arose when Emma joined in Rens’s rhythmic movements. It also appeared that Rens was sensitive to changes in rhythm. When Emma interrupted or changed the shared rhythm, Rens stopped his rhythmic movements and looked at Emma. The goal of the treatment was to develop reciprocity or co-regulation in the interaction with Emma. The expectation was that when Rens recognized and applied the structure of initiating and ending contact in the interaction with Emma, he would also be able to do so in interaction with other therapists or caretakers. Emma used the movement features speed and direction. Initially, Emma would align with Rens’ rhythmic movements to create a sense of togetherness. From this togetherness, Emma would then change the rhythm with the goal of getting Rens to perceive her and look at her. Based on CRQA, we determined that reciprocity had emerged. Rens revealed an increased awareness of Emma, as evidenced by his initiatives to make eye contact, and follow her movement intensity. The expectation that Rens would also be able to apply the structure of reciprocity in interaction with others was not further investigated in this study. Indications that this happened came from conversations with a therapist a couple of years later. Floyd and Anouska / Raisa This case revolved around the 12-year-old boy Floyd. The case report indicates diagnoses of mild intellectual disability, oppositional defiant disorder (ODD), attention deficit hyperactivity disorder (ADHD), and a reactive attachment disorder of the inhibited type. At the facility where Floyd resides, he behaved autonomously, exhibited undesirable and maladaptive behaviour, leading to repeated conflicts. Treatment using Movement-asanchor was requested to help Floyd engage in positive and enjoyable interactions with others. A treatment program was initiated, in which two different therapists, Anouska and Raisa, worked with Floyd consecutively. Both were undergraduate students in
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