Early Emergent Literacy Skills for

Infants and Toddlers with Deafblindness

Marina McCormick, Ed.D.

Region 4 Regional Day School Program for the Deaf Coordinator

November 14, 2019

Developed by Region 4 ESC, Houston, TX 1

Keys to Using This Notetaking Guide

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NEED TO KNOWPages 4 to 9

NICE TO KNOWPages 10 to 16

WHERE TO GOPage 17

Aha!

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Personalized PlatesIn the space provided, write down your guess for each of the personalized plates on the screen.

1. ________________________________________________

2. ________________________________________________

3. ________________________________________________

4. ________________________________________________

5. ________________________________________________

6. ________________________________________________

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read..

Parent Perceptions of LiteracyConsider each of the statements below. Which of these statements do you believe were shared by most of the parents in Marvin’s (1994) study? Write Y for Yes if you believe the statement was shared and N for No if you believe it was not.

________ 1. I read to my child every day.

________ 2. I am not sure how to read a book to my child.

________ 3. I am more focused on my child talking than on reading.

________ 4. I am more focused on my child’s self-care needs than on reading.

________ 5. I know how to show my child a letter I received in the mail.

________ 6. I easily recognize when my child is trying to read or write

something.

________ 7. I encourage my child to read and write.

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Oral Language Development

AGE SKILL2 months Coos, makes gurgling sounds

4 months

Strings vowels together when babbling (“ah”, “eh”

9 months

18 months Says several single words in a sentence

2 years

Can name most familiar things

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Evidence-Based Practices for Oral Language Development

Child-Guided Approach Establishing trust

Responsiveness

Attunement

Turn-taking

Honor child’s expressive forms

Using different types of dialogue

Systematic Approach Dual communication boards

Tangible symbols

Braille

Sign language

Spoken language

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Evidence-Based Practices for Literacy

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*Pictures from Paths to Literacy, www.pathstoliteracy.org

Analyze Early Literacy Watch the video of a parent of a toddler with deafblindness. Listen to her describe what she does to promote literacy in her home. Listen for opportunities for improvement.

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Strengths Opportunities

NICE TO KNOW: Establishing TrustBefore learning can begin, it is critical that the infant or toddler with deafblindness feel safe and secure. You can establish trust in the following ways:

1. Hold your baby.

Holding your little one develops the bond between parent and child.

It decreases isolation and helps your little one feel safe.

It helps your little one learn about the world, including who you are.

2. Say hello. Say good-bye.

Develop a special greeting that says “Hello, I’m here.”

Say who you are with your name, a special name sign, a tactile symbol, etc.

Say what you will do together. Some examples are:

o Change a diaper

o Play with a favorite toy

o Try a new food

Say good-bye when it is time to leave through voice, sign, or tactile symbol.

3. Watch, listen, and wait

Pay careful attention to the child’s –

Pace and rhythm of interactions / communication.

Emotions.

Items of interest and avoidance.

4. Interact without demand

Offer items to the child to see how s/he responds.

Keep hands open with palms up.

Use hand-under-hand guidance rather than hand-over-hand.

Provide time for the little one to become calm if needed.

Do not teach.

Adapted from Texas School for the Blind and Visually Impaired. (2012). Building security. Retrieved from https://www.tsbvi.edu/distance/communication/interaction-and-bonding/building-security/index.html Developed by Region 4 ESC, Houston, TX 10

NICE TO KNOW: ResponsivenessWhen an infant or toddler with deafblindness attempts to interact, it is important that s/he be met with a response. Below are ways to increase your level of responsiveness.

1. Slow down.

2. Provide lots of time for the interaction.

3. Let the student decide topics for interaction.

4. Let the student control the object of interest.

5. Model language at the child’s developmental level.

From Texas School for the Blind and Visually Impaired. (2012). Be a good playmate, whichever strategies you’re using. Helpful tips. Retrieved from https://www.tsbvi.edu/distance/communication/interaction-and-bonding/be-a-good-playmate/index.html

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NICE TO KNOW: AttunementBeing able to recognize an infant’s or toddler’s emotions is important for communication. Affective attunement is even more critical for those little ones with deafblindness. Below are ways to increase your understanding of your little one’s emotions.

Let go of your preconceptions.

Children with deafblindness experience the world differently than hearing or sighted persons. When it comes to feelings, this means expect the unexpected!

Reduce stress.

Stress can make anyone change into a different person, and most often, not for the better. Be mindful of things such as doctor or hospital visits, family and home dynamics, and changes to routines when preparing to interact with a little one with deafblindness.

Keep an emotions journal.

Make note of how the child reacts to different persons, objects, and experiences. Over time, make note of the patterns you discover.

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NICE TO KNOW: Turn-takingTurn-taking is the basis of communication. For infants and toddlers, turn-taking naturally happens during daily routines. Such routines are predictable with clear beginnings and ends.

To boost your turn-taking with your little one, consider the following questions.

1. What are some activities that you do with your little one every day?

2. Where are you in relation to your little one for the activity? Are you on her level?

3. How do you let your little one know the activity is beginning?

4. How do you interact with your little one during the activity?

5. How does your little one let you know s/he likes / dislikes the activity?

6. Do you provide time for your little one to think about what is happening before speaking

again?

7. How do you let your little one know the activity is ending?

8. How can you make sure to limit distractions for both you and your little one during

important routines?

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NICE TO KNOW: Honor child’s expressive formsInfants and toddlers with deafblindness are a very diverse group of little ones! Their expressive language can take many different forms depending on such factors as –

The cause for deafblindness such as syndromes, prematurity, etc.

Type and severity of vision loss

Type and severity of hearing loss

Accommodations such as large print, Braille, amplification, etc.

To build your child’s language, try the following:

1. Repeat what the child says and add a little more.

When your child says something, repeat back to her what she has said and then try adding words that describe, name, or provide more information.

Example

Child signs, “Juice.”

Parent signs, “Oh, you want orange juice.”

2. Do not expect perfection.

When learning how to talk or sign, your little one may not be as clear as a fluent speaker. Listen closely and note your child’s unique voice. Ask yourself if such mistakes are age appropriate.

3. Behavior is communication.

For some littles ones with deafblindness, communication may show itself in ways that are not typical such as swatting at toys, kicking the rails of the crib, or banging a wall with clenched fists. Honor behavior as communication by describing the feelings and/or actions for your little one (e.g. “Wall! You found a wall!”).

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NICE TO KNOW: Use different forms of dialogueChildren benefit from hearing / seeing / experiencing different ways of talking. Consider using the following five types of conversation:

1. Dictating

This is a conversation type where you are telling the child what to do. This conversation type is best for introducing new routines.

2. Debate

This conversation type is when you and the child may have different opinions. Perhaps she would like a foot bath, but you would like to play instead.

3. Discussion

This is an open conversation with plenty of turn-taking. This conversation type is great for exploring something new with your little one.

4. Deliberation

This conversation type is for making decisions. It is best for encouraging choice-making.

5. Dialogue

This conversation type is when we explore each other’s thoughts and opinions. Simply being with your child and tuning in to her physical and emotional reactions is a form of dialogue.

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NICE TO KNOW: Systematic instruction planTo help develop communication, language, and literacy, a systematic instruction plan (SIP) can be helpful. This plan provides a written description of how a skill will be taught. The benefit to using a SIP is that everyone who works with the child will provide instruction in the same way.

CONTENT

Little Texans: Big Futures Developmental Guideline: _____________________________________________________________________________________________________

Objective: ____________________________________________________________________________________________

FORMAT

Materials:____________________________________________________________________________________________

Adaptations: __________________________________________________________________________________________

Alternate materials (if any):______________________________________________________________________________

Setting (when, where):__________________________________________________________________________________

Who will teach this target behavior:_______________________________________________________________________

INSTRUCTIONAL PROCEDURESPromptingSpecific prompt to be used:______________________________________________________________________________

Fading (check one)o None (simultaneous prompting)o Time delay: Progressive _____ or Constant ______o Least intrusive promptso Most to least intrusive promptso Graduated guidanceo Stimulus fading and shapingo Other (describe):________________________________________________

Define planned fading schedule:__________________________________________________________________________

FeedbackDefine how praise will be given:__________________________________________________________________________Define how to provide error correction:____________________________________________________________________

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Fading schedule for praise:_______________________________________________________________________________

GeneralizationDefine plans for student to generalize target behavior:__________________________________________________________________________________________________________________________________________________________________________________________________

Adapted from Mims, P. (2010). Systematic instruction plans. East Carolina University: MAST Project. Retrieved from http://mast.ecu.edu/modules/sip/concept/

WHERE TO GOArticlesLuckner, J.L., Bruce, S.M., & Ferrell, K.A. (2016). A summary of the communication and literacy evidence-

based practices for students who are deaf or hard of hearing, visually impaired, and deafblind.

Communication Disorders Quarterly, 37(4), pp. 225-241.

Marvin, C. (1994). Home literacy experiences of preschool children with single and multiple disabilities.

Topics in Early Childhood Special Education, 14(4), pp. 436-455.

McCall, S. & McLinden, M. (2001). Literacy and children who are blind and who have additional

disabilities – the challenges for teachers and researchers. International Journal of Disability,

Development and Education, 48(4), pp. 355-375.

WebsitesNational Center on Deafblindness. (n.d.). Literacy for Children with Combined Vision and Hearing Loss.

Retrieved from http://literacy.nationaldb.org/ .

Perkins School for the Blind & Texas School for the Blind and Visually Impaired. (n.d.). Paths to

Literacy. Retrieved from http://www.pathstoliteracy.org .

Texas School for the Blind and Visually Impaired. (2012). Communication for Children with Deafblindness

or Visual and Multiple Impairments. Retrieved from

https://www.tsbvi.edu/distance/communication/index.html

LivebindersTiggs, S. (n.d.). Calendars and Routines for Students with Disabilities. Retrieved from

https://www.livebinders.com/play/play?id=1273574 .

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Tiggs, S. (n.d.). Language Experience Approach. Retrieved from

https://www.livebinders.com/play/play?id=1662192 .

ProductClassroom Communication Boards from Region 4 Education Service Center are available by visiting https://www.region4store.com/Catalog.aspx?catid=1408105 .

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