Updated 07/2007

1994-0362
Analyzing the Communication Environment to Increase Functional Communication Rowland, Charity Schweigert, Philip. JASH, vol. 18, no. 3, 1993, pp. 161-176.. 1993. Many students with severe and multiple disablilities demonstrate severe communication impairments. Efforts to improve communication in these students often embrace a "natural environment" or "milieu" approach, embedding opportunities to communicate within natural, functional activities across the entire schedule of daily activities. In reality, functional activities differ greatly in the degree to which they foster communication. This article describes an environmental inventory designed to allow a teacher or speech-language pathologist to analyze the extent to which a specific activity encourages functional communication for a particular student. The inventory may be used to compare different activities across the student's day or to track the improvement of specific activities that initially may show little communicative value for the student. Reliability and validity data for the inventory are presented along with a case study of its use to monitor and guide improvements in a functional activity to increase communication by a young child with multiple disabilities.

2005-0251

Analyzing Teacher/Child Interactions : What Makes Communication Successful? --Amaral, Isabel. DBI REVIEW, vol. 32, July-December 2003, pp. 12-18. (2003) The success of interactions between caregivers and learners with multiple disabilities depends largely on the ability of the caregiver to interpret and respond to the learner’s nonsymbolic forms of communication. This article describes a study that analyzed missed opportunities for communication (captured on video) between 2 children with multiple disabilities and their teachers and the results of an intervention process designed to reduce the number of missed opportunities. It found that teachers do leave many children’s behaviors unresponded to and that this number can be decreased through intervention. Publisher's web site: http://www.deafblindinternational.org.

2006-0110

Applying the Diagnostic Intervention Model for Fostering Harmonious Interactions Between Deaf-Blind Children and Their Educators : A Case Study --Janssen, Marleen J.; Riksen-Walraven, J. Marianne; van Dijk, Jan P. M. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 100, #2, February 2006, pp. 91-105. (2006) In an earlier article, the authors presented the Diagnostic Intervention Model for use as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators in various settings.  This current article, demonstrates the use of the model in everyday practice and the effects of its application in a case study of one child.  The implications of the case for everyday practice are discussed.

1993-2655
Assessing and Developing the Communications Abilities of Deaf-Blind Children Schein, Jerome D., Ph.D. Kates, Linda, M.A., M.Ed. Wolf, Enid, G., Ed.D. Theil, Linda, M.A.. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 77, #4, April 1983, pp.152-157. 1983. The Assessment-Intervention Model for Deaf-Blind Students (AIM) was field tested with 37 deaf-blind students, and their progress was compared to that of 40 students in schools using other curricula. Newly developed assessment techniques show that AIM is an effective means of educating deaf-blind students. Analysis of the assessment using the Behavior Rating Instrument for Autistic and Other Atypical Children (BRIAAC) supports claims for AIM's sensitivity to the small behavioral changes typical of these children. The results support the approaches to assessment and instruction exemplified by AIM and BRIAAC. The authors discuss the assessment of the ability of children who are deaf-blind to communicate.

1999-0505
Communicating with Printed Words to Augment Signing : Case Study of a Severely Disabled Deaf-Blind Child: Thorley, Bernie Ward, James Binepal, Tina Dolan, Karen. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol.7, #2, June 1991, pp.80-87. 1991. This article reports on a study in which a 13-year-old boy with deaf-blindness and severe intellectual disabilities was taught a printed word system of communication in combination with training in Australasian sign language. A history of the student's interventions involving signing and print programs are outlined and described. The student's earlier attempts to learn to use signs as a form of communication were unsuccessful until the implementation of the alternative print reading communication program. Once this basic communication system was in place, the student exhibited a substantial turn around in his ability to learn sign. These results support the need for an intensive, individualized, and flexible approach to assessment and instruction.

2003-0353
Communication Development in Children who are Deaf-Blind : The Role of Grandparents in Family Centered Intervention: Shaw, Sherry L., Ed.D.. 2001. The purpose of this study was to investigate the role of grandparents in the communication development of their grandchildren who are deaf-blind. The two-tiered study was conducted through the State Projects for children who are deaf-blind in Arkansas, Mississippi, and Tennessee with 143 parents and 80 grandparents. The grandparents identified as most involved provided information about factors that influence their levels of involvement. Results suggested that maternal grandmothers are more involved than other grandparents. Analysis of similarities and differences between dominant cultural groups revealed maternal grandmothers were more involved in African American families than Anglo American families. A needs analysis in areas of communication, nurturing, and school indicated the need for grandparents to be included in the child's communication plan.

1993-2218
Communication Development in Young Children with Deaf-Blindness: : Literature Review: Bullis, Michael (Ed.) Fielding, Glen (Ed.). Monmouth, Oregon: Oregon State System of Higher Education, Teaching Research Institute 1988. Published as part of the Communication Skills Center for Young Children with Deaf-Blindness (funded from 1983-1988). Each chapter includes a 15-20 page overview of a certain aspect of communication and a review of the literature. Available from Teaching Research Publications, 345 N. Monmouth Ave., Monmouth, OR 97361, (503) 838-8800. Chapters: (1) Perspectives on Communication Assessment by Charity Rowland. (2) Research in Tactile Communication by Cynthia Jones, Charles R. Spellman, & Paul V. Ozier. (3) Visual Assessment by Pamela J. Cress. (4) Hearing Evaluation of Infants and Children at Risk for Severe Hearing and Vision Deficiencies by John Brandt & Joseph E. Spradlin. (5) Nonsymbolic Communication in Early Interactional Processes and Implications for Intervention by Ellin Siegel-Causey, Barbara Ernst, & Douglas Guess. (6) Mother-Child Interaction and the Development of Preverbal Communication by Madeline W. Appell. (7) The Play of Young Children Who Have Dual Sensory Impairments by David M. Finn, Rebecca R. Fewell, & Patricia F. Vadasy. (8) Development of Emergent Language by Kathleen Stremel-Campbell & Jimmie Matthews. (9) Contingency Intervention by Philip Schweigert. (10) Augmentative Communication Systems by Pamela Mathy-Laikko, Ann E. Ratcliff, Francisco Villarreul, & David E. Yoder.

2004-0013
Communication Development in Young Children with Deaf-Blindness: : Literature Review III: Bullis, Michael (Ed.). Monmouth, Oregon: Oregon State System of Higher Education, Teaching Research Institute 1987. Published as part of the Communication Skills Center for Young Children with Deaf-Blindness (funded from 1983-1988). Each chapter includes a 15-20 page overview of a certain aspect of communication and then a review of the literature. Available from Teaching Research Publications, 345 N. Monmouth Ave., Monmouth, OR 97361, (503) 838-8800. Chapters: (1) Perspectives on Communication Assessment by Charity Rowland. (2) Tactual/Tactile Assessment by Patty A. Hart & Charles R. Spellman. (3) Visual Assessment by Pamela J. Cress. (4) Auditory Evaluation by Joseph E. Spradlin. (5) Elements of Nonsymbolic Communication and Early Interactional Processes by Ellin Siegel-Causey, Barbara Ernst, & Douglas Guess. (6) Mother-Child Interaction and the Development of Preverbal Communication by Madeline W. Appell. (7) Play, Cognition, and Communication by Joan Rich. (8) Development of Emergent Language by Kathleen Stremel-Campbell & Jimmie Matthews. (9) Contingency Intervention by Philip Schweigert. (10) Augmentative Communication Systems by Pamela Mathy-Laikko, Ann E. Ratcliff, Francisco Villarreul, & David E. Yoder.

1993-2473

Communication Opportunities for Children with Dual Sensory Impairments in a Classroom Setting --Rowland, Charity. Monmouth, OR.: Teaching Research Division, Oregon State System of Higher Education. Research on the Communication Development of Young Children with Deaf- Blindness, Michael Bullis (Ed.), pp. 31-58. (1989) This paper summarizes a large body of data collected over the course of three years of study of the communicative behavior of children with dual sensory impairments. The children were all involved in training programs delivered to staff members. The training programs were designed to remedy communication deficits that were unique to each child. As in any sample of individuals labeled "deaf-blind," the children in this study varied widely in terms of communication skills. Individual intervention programs tailored to the needs of each child necessarily varied so widely that group data on these programs are not meaningful. Study I was conducted to ascertain the rate of communication and opportunities for communication currently occurring in classrooms. In study II, similar data were gathered on a continuous basis during the following two years. The two studies provided an assessment of the children's communicative behaviors, the context in which communication was most likely to occur, and various relationships between the probability of cues to communicate and the probability of communicative behavior by the child. Both studies also involved attempts to change teachers' behavior.

2007-0262

Comparison of Intervention Strategies for Facilitating Nonsymbolic Communication among Young Children with Multiple Disabilities --Siegel-Causey, Ellin. Monmouth, OR: Teaching Research Division, Oregon State System of Higher Education. Research on the Communication Development of Young Children with Deaf- Blindness, Michael Bullis (Ed.), pp. 59-86. (1989) This study tested propositions derived from Jan van Dijk's movement-based theory. It was based on two assumptions: (1) communication is facilitated by primary caregivers who are nurturing and (2) there should be direct physical contact between the adult and child during early intervention. The study examined the effects of movement intervention and passive intervention during social interaction. The purpose was to ascertain whether there are differences between the effects of movement intervention and passive intervention in promoting nonsymbolic communication behaviors in young children with severe disabilities. The participants were six children between three and five years of age who were identified as severely multiply handicapped and/or deaf-blind. The study used a modified, alternating treatments design that was modified to provide intervention blocks (successive sessions of the same stimulation) rather than rapid alternation of intervention. Overall, the results do not indicate that movement was effective in increasing behaviors among all children in the study. However, three participants showed a difference in their nonsymbolic behaviors during movement interaction. The author notes that it is important to emphasize that research directed toward individuals with the most severe disabilities is not commonly done, nor are treatment effects easy to demonstrate.

2003-0366
Contact : Effects of an Intervention Program to Foster Harmonious Interactions Between Deaf-Blind Children and Their Educators: Janssen, Marleen J. Riksen-Walraven, Marianne Van Dijk, Jan P. M.. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 97, #4, April 2003, pp.215-29. 2003. This study examined the effects of an intervention program to improve the quality of daily interaction between six congenitally deaf-blind children and their 14 educators (teachers, caregivers, and mothers). With video analysis as the most important tool, the interaction coaches trained the educators to recognize their children's signals and attune their behaviors to the children's. The intervention program tested here was developed based on the findings of two earlier studies. The overall focus is the effect that harmonious interactions have on the process of communication.

2004-0078
Enhancing the Interactive Competence of Deafblind Children : Do Intervention Effects Endure?: Janssen, Marleen J. Riksen-Walraven, J. Marianne van Dijk, Jan P.M.. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, vol. 16, #1, March 2004, pp. 73-94. 2004. This is the report of a study that sought to replicate the results of a previous intervention study (Janssen et al, Journal of Developmental and Physical Disabilities, 14(1):87-108, 2002) that examined the effects of a training program designed to improve the quality of interactions between deaf-blind children and their educators. The program trained educators to respond more adequately to deaf-blind children's interactive behaviors. This present study was expanded to train educators to improve their responses to deaf-blind children's independent behaviors as well as interactive behaviors and it included a follow-up phase. The study involved 16 professional educators working with four 7- to 11-year old children. The mean percentage of adequate educator responses was found to increase by 20.2% and remain above baseline during follow-up. Comparable effects were observed for the children. The percentage of appropriate interactive behaviors increased by 29.3% and the percentage of independent behaviors increased by 38.1% and remained well above the baseline level during follow-up.

2004-0155
Enhancing the Interactive Competence of Deafblind Children : Do Intervention Effects Endure?: Janssen, Marleen J. Riksen-Walraven, J. Marianne van Dijk, Jan P.M.. Plenum Publishing Corporation JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, vol. 16, #1, March 2004, pp. 73-94.. 2003. In this study, 16 professional educators were trained to respond more adequately to a target set of interactive behaviors and independent child behaviors on the part of four 7 to 11 year-old deafblind children. The mean percentage adequate educator responses to the target behaviors of the children was found to increase by 20.2% across educators and remain above baseline during follow-up despite changes in staff following intervention. Both the percentage appropriate interactive child behaviors and the percentage independent child behaviors increased by 29.3 and 38.1%, respectively, across the children and remained well above the baseline level during follow-up.

2002-0129
Enhancing the Quality of Interaction Between Deafblind Children and Their Educators Janssen, Marleen J. Riksen-Walraven, J. Marianne van Dijk, Jan P.M.. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, vol. 14, #1, March 2002, pp. 87-109.. 2002. This article gives information on a study that examined the effects of an educator oriented intervention program to improve the quality of the interactions between deafblind children and their teachers. The study included four children aged six through nine and their 14 teachers. It includes descriptions of the study, behavioral issues, and educator responses. Also includes detailed statistical analysis of the data. Written for educators and people studying educational situations.

1993-1770

Evaluation of a Training Program to Enhance Social Interactions between Children with Severe/Profound Multihandicaps and Deaf-Blindness and Their Caregivers --Mathy-Laikko, Pamela; Iacono, Teresa; Ratcliff, Ann; Villarruel, Fransisco; Yoder, David. Monmouth, OR: Teaching Research Division, Oregon State System of Higher Education. Research on the Communication Development of Young Children with Deaf-Blindness, Michael Bullis (Ed.), pp. 123-160. (1989) The purpose of this study was to document changes in both caregiver and child behaviors resulting from an intervention to increase social interactions within an institutional setting for children with severe/profound disabilities (including deaf-blindness). The intervention was designed to train caregivers to monitor specific social interactive behaviors of the children and to increase those behaviors. The specific questions addressed were the following: (1) Does training caregivers to become more attuned to early "communicative" behaviors of children with deaf-blindness result in caregivers increasing their proportion of socially contingent input and decreasing their proportion of noncontingent (e.g. directive) input to children during face-to-face interaction? (2) Does training caregivers to engage in specific socially contingent behaviors during face-to-face interaction result in an increase in the proportion of these behaviors by caregivers and a concommitment decrease in the proportion of noncontingent behaviors? (3) Will children with severe multihandicaps and deaf-blindness increase their levels of communicative behavior as a result of increases in socially contingent input from a caregiver? The study included four children ranging in age from five to eight years. It used an ABC design with a multiple baseline on the C phase. The study demonstrated that caregivers responded to the training. Some children also demonstrated a positive response to interactions with caregivers.

1994-0158
Evaluation of Tactile Prompts with a Student who is Deaf, Blind and Mentally Retarded Berg, Wendy K. Wacker, David P.. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, vol. 22, #1, Spring 1989, pp.93-99. 1989. This study evaluates the use of tactile prompts to detemine their effectiveness on guiding performance tasks, their effects on generalization to variations of this task and their need for continued use following training.

2002-0202
Impact of a Communication Intervention Model on Teachers' Practice with Children Who Are Congenitally Deaf-Blind Bruce, Susan M.. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 96, #3, March 2002, pp. 154-168.. 2002. This article presents findings from a larger study on the thinking and practices of two teachers regarding communication intervention for students who are congenitally deaf-blind, prior to and following an in-service program with follow-up coaching. After they were instructed on the communication intervention model, teachers were able to plan and implement communication interventions that addressed the students' needs across all aspects of communication. Includes complete descriptions of theory, methods, and examples of teacher statements about communication skills before and after the training.

2005-0343

The Impact of Congenital Deafblindness on the Struggle to Symbolism --Bruce, Susan M. INTERNATIONAL JOURNAL OF DISABILITY, DEVELOPMENT AND EDUCATION, vol. 52, #3, September 2005, pp. 233-251. (2005) Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward more abstract representations, the rate of intentional communication, joint attention to objects and others, achievement of abstract play, consonantal and interactive vocalizations, distal gesture, varied early vocabulary and categories, use of varied cues for recall, object permanence, 1:1 correspondence, cause-effect, discrimination skills, and imitation. The impact of congenital deafblindness on the achievement of these milestones, is presented, along with compensatory strategies to support the child's development.

2003-0265
Importance of Shared Communication Forms Bruce, Susan M.. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 97, #2, February 2003, pp. 106-109.. 2003. This study addresses the importance of shared communication forms among teachers and children who express themselves at presymbolic to early symbolic levels of communication. It looks at two different classrooms with students who are deaf-blind and the forms of communication used between student and teachers. Looks at how accessible communication was to the students.

2001-0345
Initial Aspects of Children with Congenital Deafblindness: Development of Mutual Interaction Tsuchiya, Yoshimi Sugai, Hiroyuki. Department of Education for Children with Multiple Disabilities. Japan: The National Institute of Special Education NISE BULLETIN, Vol. 6, March 2001, pp. 9-16.. 2001. This article documents the research done with two children who are congenitally deafblind and also have additional disabilities. These children have difficulties developing mutual interactions with each other but following a consultation programme the children reached the stage of "communication" that was desired. The authors categorized the relationship with interaction partners as (a) "contacting" and "sharing" (b) "attachment" and "approach" (c) "exploration" and (d) "dialogue" and "mutual interaction".

1998-0505
Initiating Requests During Community-Based Vocational Training by Students With Mental Retardation and Sensory Impairments Heller, Kathryn Wolff. RESEARCH IN DEVELOPMENT DISABILITIES, vol.17, #3, pp.173-184, 1996. 1996. Reports on a study examining the effectiveness of teaching students with disabilities to request assistance during vocational training with the use of dual communication boards and gestures. Data was collected during baseline, intervention, and generalization phases. Students were able to initiate requests with 80% to 100% accuracy with the communication system at vocational sites.

2006-0316

Interaction Between the Teacher and the Congenitally Deafblind Child --Vervloed, Mathijs P. J.; van Dijk, Rick J. M.; Knoors, Harry; van Dijk, Jan P. M. AMERICAN ANNALS OF THE DEAF, vol. 151, #3, pp. 336-344. (2006) This article describes a detailed case study that analyzed videotaped interactions between a teacher and a deafblind boy aged three years and four months. The types and quality of interactions that occurred during videotaped sessions of daily activities (bathing, dressing, and playing with favorite objects) are described. The authors note that "empirical data on development, interaction, communication, and language in deafblind children is very rare," and propose that the method of analyzing interactions used for this study could be replicated and used in future research.

1994-0604
Mother-Infant Activities : Initial Step in Language Development in the Deaf-Blind Child: Vitagliano, James Purdy, Susan. JOURNAL OF REHABILITATION OF THE DEAF, vol. 21, no. 1, July 1987, pp. 33-36.. 1987. Pre-language development for deaf-blind subjects in a social context was partially investigated in this two-month study. The utilization of auditory-tactile and visual-gestural communicative types of movements had significantly positive and beneficial effects on the subjects. Each subject had an opportunity to emit signals that were self-inspired. The evidence collected lends support to the utilization of the eclectically-based Van Dijk approach with severely handicapped populations. The flexibility of this intervention program is what makes it so useful with varied populations.

2006-0076

Participating Children and Their Teams --Chen, Deborah; Downing, June; Minor, Lavada; Rodriguez-Gil, Gloria. Northridge: Department of Special Education, California State University, Northridge. Successful Adaptations for Learning to Use Touch Effectively: Interacting with Children who are Deaf-Blind or Visually Impaired and Have Additional Disabilities, pp. 7-11. (2005) This is a description of the research findings of Project SALUTE, which conducted a number of activities related to tactile learning in children who are deaf-blind. One component of Project SALUTE involved research with four children in whom tactile strategies were identified, implemented, and evaluated. Data analysis was based on videotaped observations over the course of the two years that the children were followed. Findings included an increase in the use of appropriate tactile strategies by family members and service providers; a decrease in the use of hand-over-hand guidance by family members and service providers; an increase in positive and more active responses from children during interactions, including increased attention to the partner, increased frequency of responses to object queues and signs, and increased frequency of expressive communication; an increase in adults' expectation of a child's response as measured by an increase in "wait time" and using less support to prompt a response; and an increase in readability and elaboration of adults' interactions with children. Available on the Web: http://www.projectsalute.net/Description/Descriptionhtml/Descriptionmain.html.

1993-0594

Play as an Intervention Strategy with Young Children with Deaf-Blindness --Fewell, Rebecca; Vadasy, Patricia F. Monmouth, OR: Teaching Research Division, Oregon State System of Higher Education. Research on the Communication Development of Young Children with Deaf- Blindness, Michael Bullis (Ed.), pp. 105-122. (1989). Young children who are deaf-blind have severely reduced opportunities to make discoveries about their environments and to practice sharing their experiences with others. This study addressed changes in developmental skills that occur when instruction is presented through the medium of play. The specific research question was: Would children's performances on measures of play, communication skills, and cognition change over time when children were provided an intervention centered around play skills? Ten children with deaf-blindness received play activities designed to elicit behaviors that were absent or delayed. Each child received one activity package tailored for school and one for home. The activity packages consisted of approximately 10 play activities written to target specific communication skills and designed to be implemented during the course of the child's daily routines. The play activities were revised quarterly and children were assessed annually over a two-year period. Positive and significant gains were seen in play scores and scores in related areas, offering some support that play activities can be used to enhance the development of deaf-blind children. The findings also suggest that the areas most likely to be affected will be those closely related to play--language, cognition, and social skills.

2003-0042
Professional Judgments of the Intentionality of Communicative Acts Carter, Mark Iacono, Teresa. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol. 18, #3, September 2002, pp.177-191.. 2002. The accuracy and reliability of professional's judgments of the communicative intentionality of acts and behavioral indicators associated with those acts were examined in this study. Twenty special education teachers and 19 speech pathologists were asked to make judgments regarding the intentionality and the presence of behavioral indicators for videotaped segments of sequences of behavior for one normally developing child, two Down syndrome children, and three children with high support needs. The clinical implications of the findings and directions for future research are suggested.

2000-0686
Profiles of the Expressive Communication Skills of Children and Adolescents with Severe Cognitive Disabilities Mar, Harvey H. Sall, Nancy. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, vol. 34, #1, 1999, pp. 77-89.. 1999. This study examines communication behaviors of children and adolescents with severe cognitive disabilities. The study profiles seven expressive communication profiles characterizing different levels of communicative competence within this population, ranging from basic reactions to complex interactions.

1994-0301
Programmatic Approach to Use of Technology in Communication Instruction for Children with Dual Sensory Impairments Mar, Harvey H. Sall, Nancy. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION,vol. 10, September 1994, pp. 138-150.. 1994. The purpose of this project was to develop and evaluate an intervention program involving applications of technology to enhance the communication skills and behaviors of children with dual sensory impairments. Of interest were specific applications designed to increase attention, use of symbols, reception, expression of choice, awareness of contingencies, and social interaction. Participants included 26 children, ages 3 to 15 years, with dual sensory impairments and other severe disabilities. A team-collaboration model was utilized in which each child's communication goals were first generated, and intervention activities were then implemented and monitored. One case example is presented to illustrate the multi-step process. General results indicated that students with dual sensory impairments, including those with severe to profound cognitive disabilities, could achieve individualized communication goals through the use of microcomputers and other technological resources. Analysis of intervention goals and activities revealed that, for students with nonsymbolic, nonintentional forms of communication, increasing social attention and contingency awareness were of primary concern. Increasing the use of symbols was most frequently targeted for students with higher levels of communication competence.

2007-0185

Promoting Interactions With Infants Who Have Complex Multiple Disabilities : Development and Field-Testing of the PLAI Curriculum --Chen, Deborah, PhD; Klein, Diane M., CCC-SLP, PhD; Haney, Michele, PhD. INFANTS AND YOUNG CHILDREN, vol. 20, #2, April-June 2007, pp149-162. (2007) This article describes primary outcomes of the development and field-testing of the curriculum "Promoting Learning Through Active Interaction" with 27 infants and their caregivers and early interventionists in 2 different states. The curriculum was designed to provide a systematic approach to supporting interactions with infants who have sensory impairments and complex multiple disabilities and who are at the preintentional level of communication. Participating infants had both a visual impairment and hearing loss and additional disabilities. Their families represented diverse socioeconomic, educational, and cultural backgrounds, and participating early interventionists varied widely in their qualifications. Results indicate that a diverse group of families used the strategies successfully and found them to be helpful in supporting their children's interactions and communication development. The article outlines key components of the curriculum and discusses evaluation data on the basis of caregiver feedback on use of strategies and analysis of videotaped observations on the caregivers' use of sensory cues with their infants.

1996-0692
Promoting Nontask-Related Communication at Vocational Sites Heller, Kathryn Wolff Allgood, Margaret H. Davis, Bobby Arnold, Susan E. Castelle, Melanie D. Taber, Teresa A.. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol. 12, #3, September 1996, pp.169-178. 1996. This study examined the effectiveness of using dual communication boards (one for the student and one for the communication partner) on increasing nontask-related communication between three students with mental retardation and deaf-blindness or deafness and coworkers at community-based vocational training sites. Issues for achieving a natural conversation, symbol selection, and vocabulary selection are discussed. Reaction of communication partners was favorable.

1995-0510
Share and Share Alike : Conventional Gestures to Emergent Language for Learners with Sensory Impairments: Rowland, Charity Stremel-Campbell, Kathleen. Baltimore: Paul H. Brookes Publishing Co. 1987. Chapter 3 starts with a review of the research that has shaped communication intervention for learners with sensory impairments. This chapter blends an analysis of the foundations of communication with practical suggestions for applying this knowledge to communication intervention. Both expressive and receptive communication are discussed.

2000-0441
Speech-Language Pathologists and Children with Sensory Impairments : Personnel Preparation and Service Delivery Survey: House, Suzanne S. Davidson, Roseanna C.. COMMUNICATION DISORDERS QUARTERLY, vol. 21, #4, Summer 2000, pp. 224-236. 2000. This study was designed to gain a better understanding of speech-language pathology expertise in the area of visual impairments and deafblindness. It surveys 200 speech-language pathologists on their professional preparation in several areas of sensory impairment. Results showed the overwhelming majority of those surveyed received instruction and training with an emphasis in hearing impairments rather than visual impairments. Implications and suggestions for systems change are discussed.

1994-0665
Tactile Iconicity : Signs Rated for Use with Deaf-Blind Children: Griffith, Penny L. Robinson, Jacques H. Panagos, John H.. TASH JOURNAL, vol. 8, #2, Summer 1983, pp. 26-38.. 1983. Signs selected from lists in studies with mentally retarded and autistic children and previously rated for visual iconicity were presented tactilely to 13 blind persons. Visual and tactile ratings were found to be very similar across blind, deaf, and hearing-sighted adults, and hearing-sighted children. Findings suggest that developmental language theory can account not only for the similarity in subjects' responses, but also for the particular signs that are most likely to be perceived as iconic. Sign rankings are provided, indicating the signs that should be most salient to deaf-blind children.

2001-0443
Tactile Learning Strategies for Children who are Deaf-Blind : Concerns and Considerations from Project SALUTE: Chen, Deborah, Ph.D. Downing, June, Ph.D. Rodriguez-Gil, Gloria, M.Ed.. Monmouth, OR: Teaching Research Institute DEAF-BLIND PERSPECTIVES, vol. 8, #2, Winter 2000/2001, pp. 1-6.. 2000/2001. Identifying effective tactile strategies for deaf-blind children who also have cognitive or physical disabilities is particularly challenging. Project SALUTE (Successful Adaptations for Learning to Use Touch Effectively), a federally funded model demonstration project, is addressing the need for a more informed approach to the use of these methods. This article discusses key issues and concerns regarding the use of tactile strategies based on Project SALUTE's initial activities - a review of publications and input from focus groups. The article outlines the literature and focus group findings which serve as the basis for the work of the remaining three years of Project SALUTE. Available on the Web: http://www.tr.wou.edu/tr/dbp/pdf/dec00.PDF

2000-0589
Tangible Symbols, Tangible Outcomes Rowland, Charity Schweigert, Philip. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol. 16, #2, June 2000, pp. 61-78.. 2000. This is a 3 year research study on the use of tangible symbols (i.e. objects and pictures used a symbols) by 41 children with a variety of handicapping conditions conducted to follow up on an earlier study by the authors that revealed their utility for children who are deafblind. The vast majority of participants learned to use tangible symbols, allowing them to overcome the restrictions imposed by gestural communication. A number of the participants progressed beyond tangible symbols and learned to use abstract symbol systems, including speech. A few of the participants did not learn to use tangible symbol systems during the time span available for the intervention. Data describing the progress of participants are presented. Participants are grouped according to outcomes, and the characteristics of each group are discussed in terms of communication skills of participants as they began intervention.

2005-0002
Teaching a Child with Multiple Disabilities to Use a Tactile Augmentative Communication Device Mathy-Laikko, Pamela Iacono, Teresa Ratcliff, Ann Villarruel, Fransisco Yoder, David Vanderheiden, Gregg. ACC AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol. 5, #4, pp.249-256. 1989. A single case design was used in this study to determine the preferences for tactile surfaces of a child with multiple disabilities including deaf-blindness. Within each session the child tended to depress a switch covered with a velveteen surface more frequently than switches covered with other textured surfaces. In a second phase of the study, the child's preferred surface was paired with a contingent response of social interaction from her caregiver. The child appeared to become more selective in her activation of the switch with her preferred surface, but did not increase her overall level of activation. Finally, it was found that the child switched to a high proportion of usage of a different surface when it, rather than the velveteen, was paired with the contingent social response. This was previously published as the following: Mathy -Laikko, et al. (1989). Training a child with multihandicaps to use a tactile augmentative communication device. In, Michael Bullis (Ed.), Research on the communication development of young children with deaf-blindness (pp. 87-103). Monmouth, OR: Teaching Research Division, Oregon State System of Higher Education.

1994-0184

Textured Communication Systems for Individuals with Severe Intellectual and Dual Sensory Impairments --Murray-Branch, Jamie; Udavari-Solner, Alice; Bailey, Brent. American Speech-Language-Hearing Association. LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS, vol.22, no. 1, January 1991, pp. 260-268. (1991) This article presents the development of textured communication systems for use by individuals with severe intellectual and dual sensory impairments for requesting and choice-making purposes. Includes case studies of two students that detail specific intervention strategies. The use of textured symbols resulted in expanded expressive vocabularies and increased communicative effectiveness for both students.

2003-0367
Toward a Diagnostic Intervention Model for Fostering Harmonious Interactions Between Deaf-Blind Children and Their Educators Janssen, Marleen J. Riksen-Walraven, Marianne Van Dijk, Jan P. M.. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 97, #4, April 2003, pp.197-214. 2003. This article presents a diagnostic intervention model to be used as a guide for designing and conducting interventions to foster harmonious interactions and communication between deaf-blind children and their educators in various settings (e.g., school, group, home). The model involves a cyclic process in which observations of interactions between deaf-blind children and their educators are used as a basis for the creation of intervention aims related to eight core categories of interactive behavior (initiatives, confirmations, answers, turns, attention, intensity, affective involvement, independent acting). The article lays the groundwork for this by first discussing the significance of harmonious interactions in children's socio-emotional development and the difficulties deaf-blind children and their educators face when attempting to develop such harmonious interactions. It also includes a detailed review of previously developed intervention models and strategies that have focused on interaction and early communication with individuals who are deaf-blind.

1996-0393
Use of Dual Communication Boards at Vocational Sites by Students Who Are Deaf-Blind Heller, K. W. Allwood, M. H. Ware, S. P. Castelle, M. D.. RE:VIEW, vol. XXVII, no. 4, Winter 1996, pp. 180-190.. 1996. This article describes a study done on the effectiveness of dual communication boards as receptive and expressive forms of communication with co-workers, supervisors and vocational trainers. Data was collected on (1) whether the three students in the original study continued to use dual communication boards effectively at community-based vocational sites; (2) whether the students in this study could use dual boards or single boards more effectively; and (3) how co-workers, supervisors, and vocational trainers preferred to communicate with the students who were deaf-blind.

1994-0776
Use of Dual Communication Boards with Students Who Are Deaf-Blind Keller, K. W. Ware, S. Allgood, M. H. Castelle, M.. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, July-August 1994, pp. 368-376.. 1994. This study reported here examined the use of dual communication boards for teaching appropriate communication responses to three high school students who were deaf-blind. It found that the students were able to use these boards with 100 percent accuracy in three communication routines in both school and community environments.

2005-0001

Use of Microswitch Technology to Facilitate Social Contingency Awareness as a Basis for Early Communication Skills --Schweigert, Philip. AAC AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol. 5, #3, pp. 192-198. (1989) Individuals with vision and hearing impairments in combination with severe orthopedic impairments often fail to demonstrate any clear awareness of contingent relationships between their own behaviors and environmental outcomes. Without contingency awareness, it is not possible to engage in intentional communicative behavior. A single case design is presented involving a 7-year-old deaf-blind child with severe orthopedic impairments who demonstrated no contingency awareness. The study was designed to examine the use of microswitch technology to facilitate awareness of social contingencies as a potential foundation for the development of intentional communicative behavior. Results indicated that the child increased the targeted motor behavior (activating a microswitch) under conditions involving the delivery of social contingencies, but not under conditions involving the delivery of nonsocial contingencies. Subsequent clinical applications are described to illustrate the direct impact of these findings on procedures for training the child's expressive and receptive communication skills.

1994-0778
Use of Play Assessment to Examine the Development of Communication Skills in Children Who Are Deaf-Blind Finn, D. M. Fewell, R. R.. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, July-August 1994, pp. 349-356.. 1994. This study evaluated the relationship between the play behaviors of 18 children aged 3-12 who are deaf-blind and their communication skills using the Play Assessment Scale and several multidomain developmental checklists. The results revealed that behaviors observed during play asessment are highly related to ratings of receptive, expressive, and nonverbal skills.

1995-0600
Using a Color CCTV to Teach Children with Deaf-Blindness Peck, F. R.. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, May-June 1995, pp. 257-261.. 1995. A research project was developed to evaluate the use of a color closed-circuit television (CCTV) for teaching students who are deaf-blind. This article presents an overview of the proposal for using the CCTV, the project design, and the outcome of the project.

1997-0015
Using Objects of Reference : A Review of the Literature: Park, Keith. Routledge: EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, vol. 10, #1, 1995, pp.40-46. 1995. This report presents a brief overview of the literature pertaining to the use of objects of reference in communication with children who are deaf-blind or multi-sensory impaired, a methodology grounded in van Dijk's work. The work of Rowland and Schweigert with tangible symbols is described. Citing Piaget, a distinction is made between symbolic and nonsymbolic use of objects. It is suggested that the establishment of nonsymbolic object use in appropriate routines may facilitate the acquisition of the symbolic use of objects. In this way, objects of reference may be seen as providing a bridge between nonsymbolic and symbolic communication.

1994-0764
A World Without Words : Social Construction of Children Born Deaf and Blind: Goode, David. Philadelphia: Temple University Press Health, Society, and Policy. 1994. This book is a record of an ethnomethodological examination of the lives of two children, Christina and Bianca, who were born with rubella syndrome in the 1960's. The data is almost 20 years old, having been collected in 1976, but is still pertinent today in light of the author's current interpretation of that data as it pertains to children who have been born both deaf and blind. The author proposes that there is definite communication between seemingly alingual children and those who chose to attend to that communication. The book includes an appendix written by Goode and Michael P. Gaddy on the subject of ascertaining choice with alingual children. The book also includes extensive notes for each chapter.