Deaf-Blind Children Research Articles

Reducing Self-Stimulatory Mouthing Behaviors in Deaf-Blind Children

Three procedures for reducing inappropriate mouthing behavior in deaf-blind school children are described: (1) contingent reinforcement and a signaled “No” during a training session for appropriate play with toys, (2) two forms of contingent presentation of an aversive taste to reduce inappropriate self-stimulatory and self-injurious mouthing, and (3) contingent presentation of an aversive taste, a signaled “No,” and a cueing signal to reduce inappropriate finger-sucking. The effectiveness and efficiency of the three procedures are compared.

The Formation of Representation in Deaf-Blind Children

It is very rarely that an editor of a journal can have the pleasure of publishing a scientific miracle. The author of this article provides us with a unique perspective on the nature of human thought; it is as if Helen Keller had undergone a modern Soviet education in philosophy, psychology, and education and then written about the nature of human nature. Dr. Suvorov's training in the philosophy of Hegel (see the article by Bibler that follows this one) and the optimistic psychology of Vygotsky and his students produces a challenging view of the essence of thought and the paths of its development.

Use of Black Light in Training Retarded, Multiply Handicapped, Deaf-Blind Children

One group of severely or profoundly retarded, multiply handicapped, deaf-blind children were given a training program using a black light environment which allowed for the removal of all distracting stimuli and for exaggeration of the critical features from which the children learn. Another group was given training under normal light. The children trained under black light performed the task they had been taught significantly better than the children trained under normal light.

Tactile Iconicity: Signs Rated for Use with Deaf-Blind Children

Signs selected from lists used 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.

Water as a Learning Environment for Facilitating Gross Motor Skills in Deaf-Blind Children

Water as a Learning Environment for Facilitating Gross Motor Skills in Deaf-Blind Children

Assessing and Developing the Communications Abilities of Deaf-Blind Children

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.

Water as a Learning Environment for Facilitating Gross Motor Skills in Deaf-Blind Children

An overview of a specialized pool program for deaf-blind children is presented in which the goal is to facilitate the achievement of gross motor, social and communication skills in a water environment, with subsequent generalization of these skills to other settings. The gross motor portion of this project is described including a case study of a deaf-blind youngster who participated in this program. The case study includes a detailed description of the long-term gross motor goals and short-term objectives which were developed for him as part of the project. Progress toward achievement of these objectives is depicted on both a data recording sheet and a graph.

Nicola: The use of sign language with a blind, autistic child

A treatment program employing the simultaneous use of speech and sign language with a ten-year-old, congenitally blind, autistic girl is presented. Simultaneous communication has been successfully used to train nonverbal autistic children to communicate. Although apparently inapplicable due to its reliance on visual cues, sign language, accompanied by speech, has also been used to train deaf-blind children. Thus far, however, it has not been applied to blind, autistic children. After eight months of training, Nicola was able to acquire a functional sign vocabulary of 19 signs. Treatment techniques, her progress through the program, and outcome are discussed.

Training a blind autistic child to communicate through signs

Nonverbal autistic children have been successfully trained to communicate by the simultaneous use of speech and sign language. The advantage of this approach versus speech-only techniques may lie in these children's relative preference for visual input such as manual signs. Although apparently inapplicable due to its reliance on visual cues, sign language, accompanied by speech, has been used to train deaf-blind children. In the present case signs were used successfully with a blind 10- year- old autistic girl. After 8 months of training she was able to acquire a functional sign vocabulary, relying primarily on the tactile-kinesthetic and the auditory modalities. This newly acquired skill had a beneficial impact on the child's general functioning. The relevance of simultaneous communication or signed English for the blind autistic child is discussed.

Music in the education of the young multiply handicapped deaf-blind child

Music in the education of the young multiply handicapped deaf-blind child

Report of communication method usage by teachers of deaf-blind children--Part IV.

Report of communication method usage by teachers of deaf-blind children--Part IV.

Report of communication method usage by teachers of deaf-blind children--Part III.

Report of communication method usage by teachers of deaf-blind children--Part III.

Report of communication method usage by teachers of deaf-blind children--Part II.

Report of communication method usage by teachers of deaf-blind children--Part II.

Deaf/Blind News: Report of Communication Method Usage by Teachers of Deaf-Blind Children

Deaf/Blind News: Report of Communication Method Usage by Teachers of Deaf-Blind Children

Deaf-Blind Children with Maternal Rubella: Implications for Adult Services

The rubella epidemic of the early 60's has been a catalyst for the development of educational services for deaf-blind children. As these students near the end of their mandatory educational experience, it becomes apparent that a gap exists in the traditional service delivery continuum. This paper provides data on the numbers and developmental functioning levels of this low incidence population, and it discusses the ramifications of their future needs on the traditional vocational rehabilitation process.

Reflections of a deaf-blind adult.

Deaf-blindness is among the most severe of all handicaps. Compared with the progress made with other handicapped groups, the education and rehabilitation of deaf-blind children and adults is in some respects still in its infancy. There is a high incidence of additional physical defects among children whose deaf-blindness is due to rubella, and for many, adequate educational and rehabilitation solutions have not yet been found. Additional support services for deaf-blind adults are urged, perhaps requiring new legislation, to foster greater independence and self-fulfillment.

A profile of deaf-blind children within various types of educational facilities.

A profile of deaf-blind children within various types of educational facilities.

The Significance of the 1978 Rehabilitation Act Amendments for Educators of Deaf-Blind Children

The “Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of 1978” (P.L. 95-602) should have a great impact on the welfare of deaf-blind children. This legislation mandates the removal of communication barriers to handicapped people through better quality and availability of interpreter and reader services. Research possibilities have been expanded with the formation of the National Institute for Handicapped Research. The Act also authorizes new facilities and programs for independent living. It mandates cooperation between agencies at the State and Federal levels of government, which should promote effectiveness and efficiency of service delivery. The Act removes upper and lower age limits and drops the requirement that clients be feasible for employment, making clear the intention of Congress that rehabilitation be considered a life-long process. In order to realize the worthy objectives of P.L. 95-602, adequate funds must be appropriated for its administration. Those concerned with the welfare of handicapped persons must keep pressure on Washington to turn these ideas into actualities.

Teaching independent toileting to profoundly retarded deaf-blind children

Nine profoundly retarded deaf-blind children were trained to initiate and execute toileting activities independently. The training procedure included increase in the subjects' intake of liquid, food reduction, positive reinforcement for independent and partially-independent toileting as well as for remaining dry between toileting actions, punishment for pants wetting, limitation of environmental stimulation, and increasing distance between subjects' position and toilet bowl. All subjects were able to achieve independence, and the rate of accidents dropped to zero. The acquired skills were also displayed for that part of the day during which training was not applied and were retained, with the exception of one case, after the intervention was discontinued.

Behavioral Pediatrics and Child Development, A Clinical Handbook (review)

Reviews Leisure Time Activities for Deaf-Blind Children, Lillian Mikalonis, Jeanne Huffman, Michael Gaddy, Joyce Gillis, and G. Heater, 122 pp., $12.95, Joyce Motion Picture Co., 18702 Bryant St., Northridge, California 91324, 1975. Nearly 100 separate projects, games, learning experiences and activities have been planned and outlined for sharing and communicating with deaf-blind children in this book. The manual is designed for parents, foster parents, relatives and friends of deaf-blind children. The activities were created for leisure time, when the child is not engaged in a structured educational school program. Available also are several mini-movie cartridges which demonstrate the Tadoma Method, hand positions, correct postures, clinical activities, the actual performance of games and activities with deaf-blind children. Marcia Kessler, M.A. Hearing Impaired Program Golden West College Huntington Beach, Calif. 92647 Behavioral Pediatrics and Child Development, A Clinical Handbook, Thomas J. Kenny, Ph.D. and Raymond L. Clemmens, M.D., F.A.A.P., 209 pp., $13.50, The Williams & Wilkins Company, Baltimore, Maryland, 21202. This book, written for physicians and medical students, is concerned with "The Interface of Pediatric Psychology and Child Development." That adolescence is not discussed is made clear only when well into the text. The first half consists of a summary of child development, and some of the problems that are met by the pediatrician and psychologist. Some of the controversies in behavior are covered briefly and clearly, and there are 15 pages devoted to speech, hearing and communication . The term "dysacusis" is used in one of the case examples given at the end of the book, but nowhere is the term defined. The widely used, and abused, concept of autism is not mentioned. Although a chapter is devoted to the role of the physician as a "child advocate," nowhere is mention made of the effects of poverty, emotional , or physical deprivation, or the role of the "child advocate" in speaking for the victims of these conditions. From the book one would get the impression that professionals interested in children exist only closely associated with a university and dealing largely with children of "middle class" parents. The chapter devoted to interview techniques and counselling would be found confusing by many students. Both this chapter and the illustrative cases at the end of the book seem out of place in what the authors describe as a "handbook ." The space would have been used better in providing more comprehensive coverage. /. M. Stephenson, M.A., M.B., F.R.C.P. Children's Hospital Diagnostic Centre 901 West 10th Avenue, Vancouver 9, British Columbia, Canada V5Z 1M9 Talk With Me, Communication With The MultiHandicapped Deaf, Jeanne Huffman, Bobbi Hoffman, David Gransee, Anne Fox, Juanita James, and Joseph Schmitz, 296 pp., $14.95, Joyce Motion Picture Co., 18702 Bryant St., Northridge, California 91324, 1975. Talk With Me consists of a specific vocabulary of over 400 signs, games, recipes, activities and practice sentences for meaningful communication experiences with multi-handicapped deaf children. The manual is designed for use with parents and families, teachers and personnel in state hospitals, schools and centers and all other persons who have direct contact with multi-handicapped deaf children. Several quick flick movie cartridges which show signs and numbers in motion can also be ordered. The manual was developed by the Deaf Task Force composed of deaf and hearing professionals under the California Department of Health. Marcia Kessler, M. A. Hearing Impaired Program Golden West College Huntington Beach, Calif. 92647 Teaching Moral Values Through Behavior Modification , Joan M. Sayre and James E. Mack, illustrated by June A. Howard, 46 pp. teacher's manual and 64 sequence picture cards, no price listed, The Interstate Printers & Publishers, Inc., Danville, Illinois, 61832, 1974. This easy-to-use kit was designed for use with primary level children to help them understand the meaning of moral values through an "open-ended" approach. A very short story without an ending is read to the class for each lesson. The story can be retold by students A.A.O. I February 1980 ...