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Overview on Intervention Strategies for Communication and Language for Children who are Congenitally Deafblind
Communication and Language for Children who are Congenitally Deafblind
Children who are congenitally deafblind are deprived from both normal sensory input and social experience from birth and, therefore, have difficulties in acquiring communication and language skills. It is important to identify and take advantage of opportunities that assist in the development of such skills. Here are some strategies that may help to foster communication and language in children who are congenitally deafblind.
Effective communication for all children depends on the development of both receptive and expressive forms. Receptive communication is the process of receiving and understanding a message that has been relayed from another. Expressive communication is the process of conveying a message to another individual. Pay consideration that there may be a different form of communication used by the child who is deafblind when receiving a message and a different form used when expressing a message.
Many children who are congenitally deafblind:
have fewer communication forms to use;
expressive forms may not be as developed as receptive forms;
have difficulties in using abstract forms of communication and language such as formal sign language or written forms like Braille
Successful Intervention Strategies
1. Promote an individualised approach. Intervention strategies for children who are congenitally deafblind should be learner centred and support the development of communication unique to the capabilities of the child. Communication methods should take into consideration their individualised perceptions. rolex replica The use of sign systems and tangible objects of reference as communication forms should be based on the way the child who is deafblind perceives their world.
2. Access residual capabilities. Develop communicative methods that optimises on possible residual hearing or vision. Determine the level of sensory capabilities that are available to the child. Incorporate and take advantage of any residual hearing and/or vision. If the child has residual hearing use your voice in addition to tactile communication forms like sign language or gesture. If they child has residual sight make the most of visual aids.
3. Utilise idiosyncratic behaviours. Stereotypic and ritualised behaviours are prevalent in this population. Some examples of these behaviours may be twirling in one place or flapping of the hands. These behaviours can be employed as early foundations of interaction for children who are deafblind and assist in the development of communication and language. Observe and possibly imitate these behaviours to share a common ground with the child. Children who are congenitally deafblind may also attempt to alter or modify abstract communicative forms such as sign language. They may repeat one or two signs over and over or repeat back the exact sign that has been previously signed to them. Such modifications can be used advantageously by acknowledging them instead of ignoring or attempting to correct the signed message. By affirming such modifications you give a message to the child that you understand them at their level. This will in encourage them to communicate more readily and in turn will foster further communicative skills.
4. Focus on the child’s own motor patterns. Communication methods should optimise on the movements of the child. fake rolex sale Successful communication and language focuses on the specific way the child performs an action in their environment. Signs that resemble or remind the child of the way an action is performed may be easier to recall and utilise as a communicative form. Tangible objects of reference that are based on objects actually used in an activity are more likely to be associated to its referent and therefore used as a communicative form.
Tactile Communicative Methods
Two of the most common communicative methods utilised are sign systems and tangible objects of reference.
Sign Systems- The Use of Gesture and Signs
Self-produced Signs- These signs are produced by the child and refer specifically to the way they perceive an event to be.
Iconic or miming gestures- these signs are based on re-enactments of movements made by the body based on the particular way an activity is performed
Bodily perceived gestures- these signs are references to the specific spot on the body where the child who is deafblind experienced an event. The event is recalled and made reference to by pointing to that place on the body.
Introduced Signs- These signs are introduced by family members or professionals working with the child who is congenitally deafblind.
Formal/Conventional Signs- these are signs such as Irish Sign Language (ISL), Deafblind Manual or Language Augmentation for Mentally Handicapped (LAMH). These signs can be introduced and used by the child depending on their level of capability. They offer a unified approach because they can be interpreted and utilised by a larger number of people.
Adaptive Signs- these signs are made up and agreed upon by family members and professionals working with the child who is congenitally deafblind. fake watches They could be a transformation of a formal sign or a motor depiction of an activity. The purpose being to have an easier association to the sign.
Self-produced signs should be emphasised when beginning communication. fake hublot Attention should be given to the observation of these signs that are based on the particular way the child perceives an event. On the other hand, signs can be introduced successfully to children who are congenitally deafblind but be aware that you should be responsive to expressions that are unique to the deafblind child. Depending on the level of residual vision, signs should be tactile. cartier replica sale A hand-over-hand approach is encouraged. This is where the child who is deafblind feels the hands of person who is signing and interprets the message. The child may respond by breaking contact or by putting their hands underneath the other person signing.
Tangible Objects of Reference
Tangible objects of reference are objects that refer to other objects, activities, places or people. Like words, these objects of reference become the vocabulary of the child. Therefore you can:
use objects to inform of activities;
use an object to indicate another person;
use objects to make statements and refer to shared experiences.
When choosing objects as referents it is essential that you pay close attention to what is relevant to the child who is deafblind. What may seem obvious to a parent or teacher may not necessarily be significant for the particular child who is deafblind. When using an object, the features or main characteristics that identify the activity should be emphasised. For example the following objects may be used to identify swimming in a pool.
Arm band
Swimming cap
Swimming togs
Bath towel
Any of the following objects may be particularly relevant to the child when they go swimming. hublot replica Close observation of what the child uses when performing an activity is essential. More that one object may be used to refer to the experience so be open to themes (maybe a group of objects) being used to express a message. Keep objects within reach to the child. If they are available then they are more likely to be used as a communication form.
If they are accessible they will:
lead to expressive communication;
encourage conversational skills to develop;
allow for personal choice which in turn supports self autonomy;
promote greater opportunity to progress to more abstract forms of communication like drawings, raised pictures or even Braille.
When using tangible objects of reference you can further progress from simple objects to using:
Miniature forms-They are more likely to be successful if the child has established skills in representative play.
Part of the objects-picking out the critical features of the object to use for symbolising in. One example would be a handle of cup as referent to the having a cup of tea with a friend.
Cut out representations- made by drawing around an object or a miniature version of an object. Cut-out representations are useful for individuals without vision as are raised outlines of pictures (either handmade or on an embossing machine). Such representations can be mounted on a card and used as narrative in conversational books and diaries.
Troubleshooting
When achieving communicative potential for the child who is congenitally deafblind one should focus on the process (the interaction) and not the method (sign system or tangible object of reference).
Optimise on communicative potential-be ready to communicate and look for opportunities that may lead to interaction.
Affirm all communicative attempts by the child-remember that communicative forms may be unique to the child.
Establish shared meaning through team effort-both professional staff and families should work together and discover successful communicative forms that work for the child.
Look for positive affect- look at positive emotional reactions displayed by the child when interacting to determine successful communication forms.
Dr. Kathleen Deasy
Deafblind Ireland
Development Officer/Training Co-ordinator