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Emerging Skills and Early Intervention

Children with multiple disabilities often need intensive early intervention. Educators and parents can help such children develop communication methods, tactile skills, and the concepts that are the framework for further learning.

See also: Child Development and Early Intervention: http://www.perkins.org/clearinghouse/childdevelopment/

Establishing Communication

Communication Fact Sheets for Parents, National Consortium on Deaf-Blindness
http://www.nationaldb.org/NCDBProducts.php?prodID=64
These fact sheets inform parents on all aspects of communication. Each sheet defines the topic, explains its importance, and offers tips and important points to remember; available in English and Spanish; 65pp.

Communication: What is he trying to tell me? California Deaf-Blind Services
http://www.sfsu.edu/~cadbs/Eng001.html
Many behaviors are a form of communication, and this tip sheet reminds caregivers and educators of the basics; available in English, Chinese, Laotian, Spanish, Vietnamese.

Conversations without Language: Building Quality Interactions with Children who are Deaf-Blind, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/archive/conversation.html
Linda Hagood and Kate Moss describe Dr. Jan van Dijk's approach to communication development by initiating turn-taking "conversations" with a child who has limited language skills. They address common problems and present practical solutions; available in English and Spanish.

Creating A Need to Communicate, California Deaf-Blind Services
http://www.sfsu.edu/~cadbs/Eng019.html
CDBS's fact sheet provides specific strategies and activities that create a need for the child to communicate; available in English and Chinese.

Research

The Use of Tangible Cues for Children with Multiple Disabilities and Visual Impairment, Journal of Visual Impairment and Blindness
http://www.encyclopedia.com/doc/1G1-171140389.html
"The purpose of the study … was to introduce a communication system that uses tangible cues to … preschool and lower school children … [who] had multiple disabilities, including visual impairment, and limited to no verbal skills."

Concept Development

Concept Development, Project SPARKLE
http://www.sparkle.usu.edu/Topics/concept_development/index.asp
Project SPARKLE describes the three types of concepts (concrete, semi-concrete, and abstract) and general strategies to assist children who are deafblind in concept development; includes a glossary and links to resources.

Concept Development, Georgia Deafblind Project
http://education.gsu.edu/georgiadeafblindproj/concept.html
This article explains how deafblindness affects concept development, discusses which concepts may be difficult for a child to learn, and suggests teaching techniques.

Conceptual Development, National Consortium on Deaf-Blindness
http://www.nationaldb.org/dish/conceptmonaco.pdf
Tips for teachers from a Utah Deafblind Conference include teaching concepts, skills, and key points.

Concept Development: Combatting the Fairy Godmother Syndrome, National Consortium on Deaf-Blindness
http://www.nationaldb.org/dish/concept.htm
The author emphasizes the importance of teaching a child concepts before introducing specific skills, and offers some helpful strategies.

Developing Concepts with Children Who Are Deaf-Blind, National Consortium on Deaf-Blindness
http://www.nationaldb.org/NCDBProducts.php?prodID=29
Barbara Miles and Barbara McLetchie describe types of concepts and the relationships, attitudes, and environments that promote their development in students who are deafblind; in English, Spanish, and Chinese.

Early Concept Development, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/technology/tech-institute/concept.htm
Holly Cooper explores the development of language concepts, the importance of routines, and the beginning use of technology for communication.

A Place for Everything and Everything in Its Place, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/summer03/place.htm
Jim Durkel discusses the role of organizational strategies in helping children to develop concepts. For example, arranging materials in a certain way can help a child to understand a concept, make associations, and develop categories; available in English and Spanish.

Research

A Microswitch-Based Program to Enable Students with Multiple Disabilities to Choose among Environmental Stimuli, Journal of Visual Impairment and Blindness
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/e7/8a.pdf
This research report describes a study using microswitches and their effect on purposeful choice in students with severe multiple disabilities. The author suggests the technology might offer more choice and interaction in students' daily education activities.

Enabling a Girl with Multiple Disabilities to Control Her Favorite Stimuli Through Vocalization and a Dual-Microphone Microswitch, Journal of Visual Impairment and Blindness
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/e8/92.pdf
Microswitches are studied as "critical tools that can help people with multiple disabilities control aspects of their environment, including their favorite environmental stimuli through simple responses."

Tactile Skills

Feelin' Groovy: Functional Tactual Skills, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/summer98/groovy.htm
Millie Smith and Roger Toy discuss an intervention strategy that creates a supportive learning environment and facilitates the development of functional tactile skills. It includes sample assessment and planning forms; available in English, Spanish, and Polish.

Fine Motor Development, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/spring99/finemotor.htm
Overbrook School for the Blind has prepared these materials "especially for use by parents in the home with young children who are blind or visually impaired." Activities encourage reaching and grasping, and bimanual coordination; available in English and Spanish.

Motor Activities to Encourage Pre-Braille Skills, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/pre-braille-motor.htm
These activities help develop fine motor skills, including grasp, rotary motion, finger isolation, bilateral hand use, hand and finger strength, and tracking.

Some Things to Learn from Learning through Touch, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/spring05/things.htm
Kate Moss draws from Learning Through Touch, a book by Mike McLinden and Stephen McCall, explaining the developmental importance of touch and suggesting activities to develop hand function; available in English and Spanish.

Touch, Project SPARKLE
http://www.sparkle.usu.edu/Topics/touch/index.asp
Project SPARKLE lists some of the features of touch which make it a crucial sense to children who are deafblind; includes resources and a glossary.

Research

Haptic Exploratory Strategies and Children Who Are Blind and Have Additional Disabilities, Journal of Visual Impairment and Blindness
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/e8/1a.pdf
 "This study of the haptic exploratory strategies used by nine children with visual impairments and additional disabilities … found that a broader approach to assessment and analysis is required than is used with typically developing children."

Web-Based Organizations and Internet Resources

Project SALUTE, (Successful Adaptations for Learning to Use Touch Effectively)
http://www.projectsalute.net/
"This website is intended as a resource on tactile learning strategies for working with children who are deaf-blind or who are blind with additional disabilities."

Developing Meaningful Routines

Make It Routine, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/archive/routine.html
Robbie Blaha and Kate Moss discuss the importance of routines, with "a series of predictable steps and specific objects associated with those steps." They offer suggestions for choosing activities and developing routines; available in English and Spanish

New Teacher Series: Getting Started with Activity Routines, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/fall02/activity-routines.htm
Ann Rash and Nancy Toelle advise teachers on incorporating activity routines into practice and using IEP objectives to support them. Sample routines are included; available in English and Spanish.

Routines, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/vmi/routines.htm
This page describes how routines can be used as an effective instructional strategy and offers a sample routine.

Routines: The Best Way to Encourage Learning, Deafblind Intervention Strategies for the Home (DISH)
http://www.nationaldb.org/dish/routines.htm
Designed for families, this page discusses the importance of establishing daily routines in the home for children who are deafblind.

What Do Routines Look Like? Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/vmi/lookroutines.htm
A mealtime routine and each of its steps is listed, including discussion of the developmental skills being fostered.

Why Are Routines Worth The Trouble? Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/vmi/whyroutines.htm
Millie Smith explains briefly why routines are important for students with severe disabilities.

Making Changes in Routines, California Deaf-Blind Services
http://www.sfsu.edu/%7Ecadbs/Eng014.html
This tip sheet offers specific suggestions to assist a child in understanding and adjusting to changes in routine.

Activity Calendars, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/vmi/calendars.htm
Object calendars, based on the work of Jan van Dijk, help a child understand the events in the daily routine.

Sensory Intergration

Sensory Integrative Dysfunction in Young Children, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/fall97/sensory.htm
Linda Stephens provides an introduction to sensory integration dysfunction and four of its characteristics: attention and regulatory problems, sensory defensiveness, activity patterns, and behavior problems.

Sensory Integration Dysfunction in Deafblind Children, Deafblind International
http://www.deafblindinternational.org/standard/review1_i.html
Gail Deuce explores "the development of the proprioceptive, kinaesthetic and vestibular senses in deafblind children and…consider(s) the possible impact on learning for the child experiencing difficulties in these areas." Three case studies are included.

Sensory Integration: Current Concepts & Practical Implications, Neurolearning.com
http://www.neurolearning.com/aota.pdf
In this 5-page article, neurologist Dr. Fernette Eide explains the biology of sensory integration dysfunction and the role of occupational therapy in its treatment.

What is Sensory Processing Disorder? Sensory Processing Disorder Foundation
http://www.sinetwork.org/aboutspd/whatisspd.html
This overview of Sensory Processing Disorder (SPD) includes information about sensory-avoiding children and sensory-seeking children, as well a list of common motor skill problems. There are numerous links to other aspects of SPD on this site.

Sensorimotor History Questionnaire for Parents of Preschool Children, Sensory Processing Disorder Foundation
http://www.sinetwork.org/aboutspd/questionnaire.html
Lynn A. Balzer-Martin's questionnaire helps parents screen for Sensory Processing Disorder in their preschool children.

Home Activities for Children with Sensory Processing Disorder, Sensory Processing Disorder Foundation
http://www.sinetwork.org/aboutspd/homeactivities.html
Heather Miller-Kuhaneck gives specific suggestions for incorporating sensory input into daily activities and offers general guidelines for the home.

Web-Based Organizations and Internet Resources

Bridges4Kids
http://www.bridges4kids.org/Disabilities/SID.html
This site includes extensive information about sensory integration dysfunction, with sections focusing on education, classroom accommodations, and additional resources.

Sensory Integration, Come Unity
http://www.comeunity.com/disability/sensory_integration/
This site offers links to numerous articles, including "Preemies and Sensory Integration", "Adoption and Sensory Integration", and more.