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Working with Children with Vision Loss and Other Disabilities Post Cochlear Implantation (Professionals and Parents)

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1.  Children with deaf-blindness and a cochlear implant need therapy approaches to be individualized – in consideration of the child the care provider The therapy team both the child AND the care provider All of the above

2.  General adaptations for children who have Deaf-Blindness includes Present information consistently Look for anticipation in the child that may be subtle, but suggests understanding Wait for a reaction, from the child, that indicates perception or understanding; children and youth with deaf-blindness might need as much as 20 – 30 seconds of “extra” time, in order to process information All of the above None of the above

3.  Skills basic to the development of symbolic language skills include Gesture skills Verbal skills Positive reaction to therapy All of the above None of the above

4.  “Responsiveness” (following the child’s lead ) includes Mark beginning and end of each activity by helping child put the spoon, wipe, soap in “finish” tub, or sing a song to mark start or end of an activity Provide required materials for an activity in only piecemeal quantity Interpret eye gaze (Verbalize what you think s/he wants) Provide narrative description

5.  Following the Child’s Lead refers to Responding to ALL forms of the child’s potential communication ( body movement, reaching, gestures, sounds, words) Providing positive reaction to therapy Interpreting eye gaze Repeating what the child says

6.  Parents’ / care providers’ narrative description usage (e.g., of the child’s action, of self, of other aspects of the communication context) Showed no improvement over the course of the study Was rejected by most parents/care providers as an effective intervention technique with the Deaf/Blind population improved throughout the duration of the study improved significantly in only one parent during the course of the study

7.  Results of the study regarding parents/care providers commenting on environmental sounds showed Parents / care providers frequently missed the opportunity to point out a noticeably occurring environmental sound. Parents / care providers rarely missed the opportunity to point out a noticeably occurring environmental sound. Parents / care providers, as a group, showed little growth in the use of pointing out noticeably occurring environmental sound during the course of the study Pointing out noticeably occurring environmental sounds was determined to be an ineffective strategy for changing the child’s communication development.

8.  Results of the study for utilization of the “Auditory Sandwich” intervention technique revealed that 100% of participating parents / care providers attempted to use the auditory sandwich to facilitate their child’s comprehension of spoken language Less than 50% of participating parents / care providers attempted to use the auditory sandwich to facilitate their child’s comprehension of spoken language Only two parents / care/providers attempted to use the auditory sandwich to facilitate their child’s comprehension of spoken language The use of the “auditory sandwich” technique was too complex to be of much benefit to parents / care providers as an intervention technique.

9.  Results of the study focusing on parents / care providers use of the Incorporate Critical Elements strategy when communicating with their child showed Two-thirds (66.7%) of participating parents /care providers demonstrated a significant increase in the frequency with which they incorporated critical elements in their speech Half (50 %) of participating parents /care providers demonstrated a significant increase in the frequency with which they incorporated critical elements in their speech Parents/care providers participating in the study reportedly disliking the technique and seeing little effect on their child’s communication development Two-thirds (66.7%) of participating parents / care providers demonstrated a greater diversity in the nature / type of critical elements used, though their rates remained the same

10.  Areas of Parents’ / Care Providers’ Growth following participation in the study included increase in the number of opportunities provided for the child to communicate provision of narrative description related to child, self, another aspect of the present context (e.g., another person, family pet) incorporation of critical elements in spoken language (e.g., child’s name, partner’s name, preparatory cues prior to touching / interacting with child) All of the above None of the above