module 7: emergent

MODULE 7: EMERGENT

COMMUNICATION

OHOA May 2015

OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES

MODULE 7: EMERGENT COMMUNICATION

LEARNING OUTCOMES

• Understand the role of the intervener as a competent communication partner for students who are deaf-blind and be able to identify strategies that encourage communication.

• Discover that students with deaf-blindness always express themselves in meaningful, concrete, purposeful ways from their deaf-blind perspective and that this is the starting point for communication development.

• Develop knowledge about "movements," "sounds," and "touching objects," and recognize them as meaningful, concrete, purposeful behaviors.

• Know how to establish "shared experiences" with a student. • Gain insight into how experiences leave bodily-emotional traces in the memory

and how students express these memory traces in their behavior. • Understand strategies that can be used to co-create shared meaning of a

student’s expressions and develop gestures, meaningful sounds, and objects of reference (object cues).

• Understand strategies that can be used used to develop gestures, meaningful sounds, and objects of reference (object cues) based on the intervener's forms of communication.

• Understand the steps that need to be taken to expand concrete communication forms before moving on to abstract communication forms.

Intervener Journal Module 7 (Appendix 1) Module 7 Tipsheet (Appendix 2) CEC & Professional Standards Document (Appendix 3)

Overview: This module is a companion to Module 6 ("Basic Communication Principles"). Together they provide an introduction to emergent communication. As you learned in Module 6, "emergence" means a gradual beginning or coming forth; a rising to the surface. These modules are about how to help communication emerge in students who are deaf-blind. The information presented in this module builds gradually. The concepts in each learning activity build on those presented in prior learning activities. It is extremely important that you complete the activities in order. Have fun!

INTRODUCTION (20 MINUTES)

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Step 1: View this introductory video (4:45 minutes). It is packed with information about emergent communication and why it is essential to skillfully help a student build early communication skills. Step 2: As you watch, take notes in your intervener journal (it is posted in the "Learning Outcomes" section above). The concepts presented provide a foundation for the remainder of the module. As you watch the video you will hear terms that may be new to you. They are defined on the glossary and will be explained throughout the course of the module. http://youtu.be/j2gvnXPoM58

Step 3: Download the "Co-Creating Communication Glossary." (Appendix 4) This is to help you keep track of the terms you will learn about in this module.

Step 1: Open the "Meaning of an Expression Graph" document (Appendix 5).

Step 2: Watch the video "The Meaning of an Expression." It shows interactions between a student (Autumn) and her intervener.

http://youtu.be/p1a5oijzFaY

Step 3: As you watch the video, pick one movement, sound, or other behavior that looks like communication to you. What do you think she means by this behavior?

Step 4: Try to fill out the "Meaning of an Expression Graph" for the behavior ("expression") that you picked. Don't worry if you find it difficult and don't spend a lot of time on it. Just give it a good try so you can begin to get familiar with the form and the concepts it contains. It will become clearer as you progress through the module.

Step 5: Keep the form in your notes. You will need it later.

Step 1: Watch the video, "Being in the Same Space."

http://youtu.be/ODXq_khBEl8

Step 2: Download the assignment "Shared Experiences." (Appendix 6)

Step 3: Watch the slide presentation "Co-Creating Meaning Part 1: Shared Experiences." Complete the assignment while watching the presentation.

Step 4: Submit your completed assignment.

Step 5: Read the fact sheet "Mutual Tactile Attention."

INQUIRY CHALLENGE (30 MINUTES)

LEARNING ACTIVITY 1: SHARED EXPERIENCES (90 MINUTES)

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http://youtu.be/j2gvnXPoM58

http://youtu.be/j2gvnXPoM58

http://youtu.be/p1a5oijzFaY

http://youtu.be/ODXq_khBEl8

OHOA May 2015

When an intervener shares experiences with a student through reciprocal interactions, she lays the ground work for communication development. The possibility to co-create meaning from a student's movements, sounds, and touch comes from a willingness of the intervener to emerge herself in the deaf-blind perspective of the student.

Step 1: Download the assignment "Tactile Memory Simulation Instructions" (Appendix 7) and complete the simulation as described. You will be asked to assist a person who is wearing a blindfold and earplugs (or something else to minimize hearing) to complete a task. It should take about 30 minutes.

Step 2: Watch this slide presentation "Co-Creating Meaning Part 2: Bodily Emotional Traces."

Step 3: Participate in the discussion board "Simulation Review."

Experiences leave traces in our memories of emotional feelings and bodily perceptions and actions. People with sight and hearing need to affirm and share the (tactile) experiences of students with deaf-blindness in order to build similar memory traces as their students.

Step 1: Watch the video "Tactile Memories."

Step 2: Download the assignment "Expressions and Meaning Form." (Appendix 8)

Step 3: Watch the slide presentation "Co-Creating Meaning Part 3: Expressions." Complete the assignment while watching the video.

Step 4: Submit your completed assignment.

Through affirmations and using movements, sounds, touches, and pantomime to recall memories of previous experiences, we can find clues to the events or activities that may have led to a student’s expressions.

Takeaways:

LEARNING ACTIVITY 2: BODILY EMOTIONAL TRACES

(2HOURS)

LEARNING ACTIVITY 3: EXPRESSIONS (90 MINUTES)

LEARNING ACTIVITY 4: CO-CREATING MEANING: SHARED

MEANING (2 HOURS)

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Step 1: Watch the slide presentation "Co-Creating Meaning Part 4: Shared Meaning."

Step 2: Read the fact sheet "Object Cue."

Step 3: Watch the slide presentation "Concrete Communication Forms."

Step 4: Take the Overview Quiz.

The process of co-creating meaning provides a way to help a student develop intentional communication skills.

Step 1: Download a new copy of the “Meaning of an Expression Graph” (Appendix 9) in Moodle.

Step 2: For the last assignment in this module, you have the opportunity to apply what you have learned. Using the video that you saw of Autumn in the Inquiry Challenge (and in the previous Learning Activity), complete a new Meaning of an Expression graph. You can either use the same behavior you used in the Inquiry Challenge or choose a new one.

Step 3: Compare your newly completed graph to the one you did in the Inquiry Challenge. How is your second graph different from your first one? Write some notes about this in your intervener journal.

Step 4: Submit your newest graph and your intervener journal in Moodle.

1. Inquiry Challenge pre and post "meaning of an expression" video analysis. 2. Learning Activity 1 Shared Experiences Assignment. 3. Learning Activity 2 Simulation and discussion board. 4. Learning Activity 3 Meaning of an Expression Assignment. 5. Learning Activity 4 Quiz.

Step 1: Watch the Module Takeaway video in Moodle.

Step 2: Please complete the self-evaluation in Moodle. (Appendix 10)

Please watch the Module Takeaway video.

http://youtu.be/kfXoLFxCsxU

REVISITING THE INQUIRY CHALLENGE (30 MINUTES)

DOCUMENTED ACCOMPLISHMENTS

SELF-EVALUATION

Takeaways

Module Takeaway:

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http://youtu.be/kfXoLFxCsxU

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Module 7 References (Appendix 11)

REFERENCES

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(Appendix 1)

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OHOA October 2014

Intervener Journal Module 7

This journal is a way for you to note ideas or thoughts that you have as you proceed through the module. It also includes some questions that you will be directed to from specific sections of the module. Before you use this journal, save a copy to your computer or other location outside of Moodle. If you are taking the module with an instructor, you can share it with her/him. If you are taking this module on your own, simply keep it as a record of your thinking.

Introduction Notes As you watch the video in the introduction section of Module 7, take notes below. The concepts presented provide a foundation for the remainder of the module.

Learning Activity 2: Reflections While watching the slide presentation, “Co-Creating Meaning Part 2: Bodily Emotional Traces,” you will be ask to reflect on what you are learning. Take notes below, you will be referring back to them later in the module.

(Appendix 2)

OHOA May 2015

OPEN HANDS, OPEN ACCESS: DEAF-BLIND

INTERVENER LEARNING MODULES


Activities within this Module

I. Introduction 20 minutes II. Inquiry Challenge 30 minutes

III. Learning Activity 1 – Shared Experiences 1.5 hour IV. Learning Activity 2 – Bodily Emotional Traces 2 hours V. Learning Activity 3 – Expressions 1.5 hours

VI. Learning Activity 4 – Shared Meaning 2 hours VII. Revisiting the Inquiry Challenge 30 minutes Under the “Learning Outcomes,” you will find an Intervener Journal that you can use to take notes as you go through the modules. (You will also need it for some assigned activities.) To track your progress through the modules:

Finished Activity Takeaways Got it!

Introduction

Inquiry Challenge

Learning Activity 1 Co-creating meaning comes from the intervener emerging herself in the student’s deaf-blind perspective.

Learning Activity 2 Experiences leave traces in our memories of emotions and bodily perceptions and actions.

Learning Activity 3 Through skillful interactions, we find clues to the events that may have led to a student’s expressions.

Learning Activity 4 The process of co-creating meaning helps a student develop intentional communication skills.

The best browser to use for participating in these modules is Google Chrome. If you prefer a different browser (i.e. Internet Explorer, Mozilla) be sure you have the most current version of the browser. If you have technical problems contact your Module host. If you need more information about deaf-blindness, visit nationaldb.org

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Module Development Crosswalk to CEC Standards

Initial Coding of Competencies – October, 2014 (Based on One Cycle of Field Testing and Alignment) (Appendix 3)

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Module Title: Emergent Communication

Standards Knowledge Statement Skills Statement Where Addressed in the

Module

Standard 1: Foundations

SEP1K2 Basic educational terminology

regarding individuals with exceptional learning

needs, programs, roles, and instructional activities

None

SEP1K2- Co-Creating Communication

Glossary & Quiz; Communication Matrix; Readings

Standard 2: Development and

Characteristics of Learners

SEP2K1 Effects an exceptional condition(s) can

have on an individual’s life

DBI2K1 Impact of combined vision and hearing

loss on development and learning

DBI2K3 Process of intervention for individuals

with deafblindness DBI2K4 Impact of deafblindness on bonding,

attachment, and social interaction

DBI2K5 Impact of deafblindness on

psychological development and on the development

of self-identity

DBI2K6 Impact of deafblindness related to

isolation, stress, and vulnerability DBI2K8 Impact of additional disabilities on

individuals with deafblindness

None

SEP2K1 - Introductory video; Being in the

same space video DBI2K1 - Mutual tactile attention fact sheet-

Learning Activity 1- Shared Experiences

DBI2K3 - Learning activity 3- skillful interactions; Learning activity 4- co-creating

meaning; Mutual tactile attention fact sheet

DBI2K4 - Learning activity 1-Shared experiences; Learning activity 4- co-creating

meaning

DBI2K5

DBI2K6 - Deafblindness, and Tactual

Memory- Simulation Activity DBI2K8 - Entire module focuses on

individuals who are functioning at the

emergent level of communication

Standard 3: Individual Learning

Differences

DBI3K2 Strengths and needs of the individual

DBI3K3 Likes and dislikes of the individual

DBI3K4 Learning style and communication of

the individual

DBI3K6 Additional disabilities of the individual,

if present DBI3K7 Effects of additional disabilities on

individual, if present

SEP3S1 Demonstrate sensitivity to the

diversity of individuals and families

DBI3S1 Facilitation of the individual’s

understanding and development of concepts

DBI3K2 - Recognition of the student’s

expressions- meaning of expressions graphs DBI3K3- Meaning of Expression Graph-

notes about observed

expressions/behaviors/interactions Video observations-Megan

DBI3K4- Glossary terms; Quiz; Meaning of

expression graph; video observations; self- reflection activities

DBI3K6- Video observations of students with

multiple disabilities and complex communication needs; Noting all non-verbal

forms of communication- multiple case

examples- some synthesis across meaning of expression graphs

DBI3K7- Implicit within video analysis; mutual tactile attention; co-creating meaning

SEP3S1 - Inclusion of videos with diverse

children and families DBI3S1 - Simulation experience; reading

mutual tactile attention; co-creating meaning

expression and graphing



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Standard 4: Instructional Strategies

SEP4K1Basic instructional and remedial

strategies and materials SEP4S1 Use strategies, equipment, materials,

and technologies, as directed, to accomplish

instructional objectives

SEP4S5 Use strategies as directed to increase

the individual’s independence and confidence

DBI4S3 Facilitate direct learning experiences

DBI4S4 Use techniques to increase

anticipation, motivation, communication, and

confirmation

DBI4S5 Facilitate interdependence for the

individual

DBI4S6 Vary the level and intensity of input

and the pacing of activities

DBI4S7 Adapt materials and activities to the

individual’s needs, as directed

DBI4S10 Use prescribed strategies to respond

to the individual’s behavior DBI4S11 Provide the individual with

opportunities for self-determination DBI4S12 Use touch to supplement auditory

and visual input and to convey information

DBI4S13 Facilitate individual’s use of touch

for learning and interaction

DBI4S14 Facilitate individual’s use of the

other senses to supplement learning modalities

DBI4S18 Utilize strategies to promote sensory

integration

SEP4K1- Documenting observed

behavior across graphic assignments;

quiz; communication glossary

SEP4S1 - Video observation practice-

use of graphic framework to develop

strategies; co-creating meaning

SEP4S5 - Implied in the videos-

teaching turn taking; recognizing all

forms of communication; graphing

assignments

DBI4S3 - Skillful interactions- Learning

Activity 3 Co-creating meaning –

documenting all communicative

behaviors; Simulation experience

DBI4S4 - Learning Activity 1-

Tactile Memory Simulation- role play

and practice; discussion board

DBI4S5 - Entire module themes and

learning activities describe the

intervener understanding and co-

creating meaningful experiences with

students in everyday life

DBI4S6 - Co-creating meaning graph

Tactile Memory Simulation-role play

and practice concepts

DBI4S7 - Implied in following the

child’s pace within communication

contexts- discussion board from

simulation

DBI4S10 - Video Analysis-

Communication Graphing; Simulation-

Discussion Board

DBI4S11 - All module activities focus

on recognizing and building the

student’s full participation as a

communication partner.

DBI4S12 - Mutual tactile attention

readings; Body Emotional Traces

concepts; Co-creating meaning;

multiple video analyses; Simulation with

partner

DBI4S13 - Graphing assignments from

video analyses; observations and self-

reflections; simulation activity; mutual

tactile attention readings; co-creating

meaning readings- affirmation in touch



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sense

DBI4S14 - Recognition of sensory

responses from video analyses; response

to all child’s behavior as

communication- shared experiences

assignment

DBI4S18 - Introduced through

graphing observations- naturalistic

engagements; meaning making from

multiple senses

Standard 5: Learning

Environments/Social Interactions None

SEP5S1 Establish and maintain rapport with

learners

DBI5S1 Establish a trusting relationship with

the individual

DBI5S2 Provide an atmosphere of acceptance,

safety, and security that is reliable and consistent

for the individual

DBI5S3 Promote positive self-esteem and well-

being in the individual

SEP5S1 - All assignments and learning

activities focus on engagement, shared experiences, meaning making; affirmation

and communicative rapport with learners

DBI5S1 - Implied and explicit within meaning of expression assignment; shared

experiences; simulation practice

DBI5S2 - Introduction & Simulation

DBI5S3 - Implied and explicit in all video

samples, readings; graphing assignments- respect for all forms of communication-

multiple samples of positive regard between

interveners and students

Standard 6: Language

SEP6K1 Characteristics of appropriate

communication with stakeholders

DBI6K1 Basic communication development

DBI6K2 Impact of deafblindness on

communication and interaction DBI6K3 Modes/forms of communication and

devices used by individuals who are deafblind

DBI6S1 Facilitate language and literacy

development

DBI6S2 Observe and identify the

communicative behaviors and intents

DBI6S3 Implement methods and strategies for

effectively conveying information to the

individual DBI6S4 Respond to the individual’s attempts at

communication DBI6S5 Use communication techniques

specific to the individual DBI6S6 Incorporate/embed language and

communication into all routines and activities DBI6S7 Use strategies for eliciting expressive

communication

DBI6S8 Use strategies to promote turn-taking

DBI6S9 Use strategies to enhance and expand

communication

SEP6K1 - Communication Graphing

practice; Vocabulary Review- Quiz for documenting

DBI6K1 - Vocabulary; graphing- all learning activity presentations; mutual tactile

attention activities

DBI6K2 - Introduction; video samples; readings

DBI6K3 - Glossary, body emotional traces, video samples, graphing assignment; all presentations

DBI6S1 - Recognition of all communication forms- graphing assignments; use of objects

within communication exchanges for

emergent literacy

DBI6S2 - Multiple video analyses

assignments- graphing

DBI6S3 - Simulation practice and role play;

co-creating shared meaning presentation;

DBI6S4 - Simulation mutual tactile attention discussion board- video analyses-

graphing assignments

DBI6S5 - Simulation mutual tactile attention discussion board- video analyses-

graphing assignments

DBI6S6 - Entire module addresses communication in all aspects of engagement



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and life; practice offered within simulation and graphing assignments

DBI6S7 - Co-creating meaning to develop intentional communication skills

DBI6S8 - Graphing assignments from multiple video case studies- Megan, Autumn;

simulation; mutual tactile attention readings

DBI6S9 - Intervener journal reflections; Communication Matrix references; co-creating meaning presentation and graphing

Standard 7: Instructional Planning SEP7S2 Prepare and organize materials to

support teaching and learning as directed SEP7S2 - Learning graphing from

observation assignments

Standard 8: Assessment

SEP8K1 Rationale for assessment

DBI8S1 Collect data and monitor progress as

directed

SEP8S1 Demonstrate basic collection

techniques as directed SEP8S2 Make and document objective

observations as directed

SEP8K1 - Assessment from video

observation of what a child is already

communicating about

DBI8S1 - Learning skills through video

analysis and graphing assignments- can be linked to data gathering for specific students

SEP8S1 - Gathering data through graphing

SEP8S2 - Communication Matrix; data

gathered through graphing

Standard 9: Professional and Ethical

Practice

DBI9K1 The role of the intervener in the process

of intervention

DBI9K2 The roles and responsibilities of

interveners in various settings

SEP9S5 Demonstrate commitment to assisting

learners in achieving their highest potential SEP9S9 Demonstrate proficiency in academic

skills, including oral and written communication

SEP9S11 Engage in self-assessment

DBI9K1- Role is implied in Learning

Activity 1- understanding child’s perspective

in all aspects of communication DBI9K2 - Simulation practice in context;

video observation of multiple settings and

graphing communication behaviors of interveners in those contexts

SEP9S5 - Discussion board reflections on

communication- respect and fostering

emergent communication opportunities

SEP9S9 - Written assignments throughout

module; use of Communication Matrix SEP9S11 - Discussion board reflections on

simulations

Standard 10: Collaboration SEP10K1 Common concerns of families of

individuals with exceptional learning needs

SEP10S1 Assist in collecting and providing

objective, accurate information to professionals SEP10S3 Foster respectful and beneficial

relationships DBI10S2 Share observations of individual’s

communication skills with others

SEP10K1 - Video insights from family

members

SEP10S1- Graphing behaviors

SEP10S3 - Discussion board on mutual

tactile attention

DBI10S2 - Gathering information through

graphing; discussion board assignment

(Appendix 4)

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OHOA October 2014

Co-Creating Communication Glossary

Bodily Emotional Traces (Traces)

Traces are the impressions that experiences leave in our memories. They may

be traces of things you perceived (e.g., heard, saw, felt, smelled, tasted) or did

with your body (e.g., movement, touching, making sounds) in a previous

experience. They may also be traces of emotions (e.g., happiness) that you felt

and expressed during that previous experience. Traces are always a blend of

both bodily and emotional components.

Co-Creating Communication

A process in which two people create an interaction and communication

together.

Communication Function

The reason or purpose for communicating. Experts categorize communication

function in different ways. For example, this glossary includes definitions of

declarative and imperative functions of communication (see below). Another

way to categorize communication function is as follows: to refuse things that

we don’t want; to obtain things that we do want; to engage in social

interaction; and to provide or seek information (Rowland, 2013).

Declarative Function (of Communication)

Declarative function refers to communication that has the purpose of sharing

ideas and thoughts with another person (Rodbroe & Janssen, 2006, p. 58), or to

share memories. For example, a student shows a ball to an adult to share how

much fun he had playing ball with a friend. [Compare to imperative function

below.]

Emergent communication

Beginning or early communication. Forms of communication at this stage are

typically movements, gestures, sounds, or objects.

Expressions

A “bodily emotional expression” refers to expressing something you are

experiencing or something you remember. For people who use formal

language, expressions can be words or signs. For emergent communicators,

expressions are usually movements, sounds, or touch. When the expression is




(Appendix 4)

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OHOA October 2014

about something you remember, it expresses a bodily emotional trace (see

above). The movement, sound, or touch is then the same or similar to how it

happened in a previous experience. For example, a student may make an

enthusiastic bouncing movement with her hands because she remembers

having fun playing with a bouncing toy in an earlier experience. You need to be

on the lookout to spot these expressions and to recognize what the

movements, sounds, and touches refer to.

Imperative Function (of Communication)

Imperative function refers to communication that has the purpose of having

your personal needs met (Rodbroe & Janssen, 2006, p. 58). For example, a

student wants an adult to do, get, or change something (e.g., a boy brings the

adult a ball to communicate that he wants to play). It is important for educators

to recognize communication that has a declarative function (described above)

as well as communication that has an imperative function. If we always interpret

communication as imperative (e.g., wanting to have, get, or change something),

without recognizing communication that is declarative (share thoughts, ideas,

and memories), a student will not learn to participate in natural conversations.

Reference

The experience to which an expression (see above) refers. It may be a reference

to something that just occurred or to a previous experience.

Shared Experience

During a shared experience, the two persons involved attend to each other and

to the activity. The affirm each other and share how they experience the event.

Each gets to know what the other does and feels in the moment. They build

similar memories of that event.

Shared Meaning

Shared meaning occurs when two people think about an event or a situation in

the same way. It involves recognition of the fact that both know they see it in

the same way. That allows them to identify or categorize it with a gesture,

movement, or sound. It does not have to be a conventional expression (e.g.,

word or gesture). It just needs to be understood by the two people involved.

(Souriau, et al., 2008, p. 75).

Concrete Communication Forms

Remember that communication form refers to the method of communication

(e.g., speech, sign language). In emergent communicators, forms of

communication are typically gestures, sounds, body language, and objects.

Concrete communication forms look or feel very similar to how they occurred

in everyday activities or experiences. For example, a hand-to-mouth gesture

meaning "eat." Whether a communication form is concrete or abstract

(Appendix 4)

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OHOA October 2014

(abstract means it has no similarity to the actual experience) depends on the

perspective of the individual who is using it.

References

Rodbroe, I., & Janssen, M. (2006). Communication and congenital deafblindness

I: Congenital deafblindness and the core principle of intervention. The

Netherlands: VCDBF/Viataal, St. Michielsgestel.

Souriau, J., Rodbroe, I., & Janssen, M. (2006). Communication and congenital

deafblindness: Making meaning. The Netherlands: VCDBF/Viataal, St.

Michielsgestel.

Rowland, C. (2013). Handbook: Online communication matrix. Oregon Health

and Science University. Retrieved from http://communicationmatrix.org

(Appendix 5)

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Meaning of an Expression Graph

Name of the person with deafblindness:

Name of the communication partner(s):

Date:

(Appendix 5)

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For a communication partner to discover the meaning of an expression by a person with deaf-blindness, all of

the elements of the graph should be taken into consideration.

The communication partner needs to co-create the meaning of an expression with the person who is deaf-

blind, using affirmations, movement, sound, touch, and pantomime. The purpose of this is to bring back

memories from a previously experience of the deaf-blind person.

When a communication partner and a deaf-blind person understand each other, they share the meaning of the

expression and can use it for communication. The expression becomes a gesture, a meaningful sound, an

object of reference (or an abstract representation of one of these).

Van Den Tillaart, 2013

Monaco, Montgomery, Van Den Tillaart - 2013

If you like to, you can use these same forms to gather information about your student too.

Monaco, Montgomery, Van Den Tillaart - 2013

(Appendix 7)

OHOA May 2015

Name: Date:

OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES


Tactile Memory Simulation Instructions Who: Ask a family member or friend to be your partner in a deaf-blind simulation. What: The family member or friend will cover his or her eyes with a blindfold of some type and block sound from entering their ears using ear plugs or a headset. You will then help the person put on a coat. However, do not tell your partner that this is what the simulation will involve. It is important that he or she experiences the activity tactually without having it explained. Why: The purpose of this simulation is for you to begin to get an inkling of what it is like to share a tactile experience with a person who has limited hearing and sight and explore the nature of tactile memories. It does not provide you with an experience of what it is like to be with someone who is actually deaf-blind. As a sighted or hearing-sighted person, your partner in the simulation has visual and/or auditory memories to draw on that cannot be removed. However, a simulation like this provides a chance to view things differently and make you more aware of how you gather information with your senses. Where: The simulation can be done in any quiet location. Anticipated Time: The actual time required to do the simulation is about 10 to 15 minutes, but you will also spend some time writing written responses to some questions and talking with your partner, so plan for one hour to complete the whole exercise. Equipment:

• a blindfold that will keep the light out • earplugs or a headset that will keep out as much sound as possible • a coat that will fit your simulation partner

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(Appendix 7)

OHOA May 2015

BEFORE THE SIMULATION Inform your simulation partner that:

1) They do not know how to complete simple tasks like dressing, eating, grooming, etc.

2) They are not to use speech, signs, pointing, or other formal language during the activity.

3) They cannot say anything about the experience afterwards until you ask them to share.

Other than this information, do not tell them anything about what will happen during the simulation. DURING THE SIMULATION Step 1: Ask the person to sit on a chair with the blindfold on and ears blocked. Move away and wait two minutes. Step 2: Approach the person with a coat over your arm. Make contact. Use hand-under-hand contact to help him or her put on the coat. Do not rush. Try to make him feel comfortable. Make sure the coat is buttoned or zipped up and fits as well as possible. When he has the coat on, make sure he is sitting securely and then move away (without using language). Step 3: Before speaking with or uncovering the eyes and ears of your simulation partner, respond to the following questions:

• What do you think was most memorable about the experience of putting on the coat for the person who was simulating deaf-blindness?

• Is there a particular moment that you think made a strong impression for him?

• Which movement, touch, or something else, do you think he will remember best?

Step 4: Uncover the eyes and ears of your partner. Ask this question:

• Which movement, touch, or something else that you experienced while putting on the coat do you remember best?

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(Appendix 7)

OHOA May 2015

Give him time to process the question. Do not talk about your own experience. Write down his answers. Step 5:

• Were your answers the same? • If they were different, ask your partner why their memory made such a strong

impression? • Why did you guess that something else would have been more memorable? • Talk about the experience from your different "deaf-blind" and hearing-sighted

perspectives. This simulation activity was created by Bernadette Van Den Tillaart in 1999 and revised in October 2014.

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(Appendix 8)

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OHOA October 2014

Expressions and Meaning Form

The first two copies of this form on pages 1 and 2 are for use during an assignment that you will complete while viewing the slide presentation “Co-Creating Meaning Part 3: Expressions,” which is part of Learning Activity 3. The copy of the form on page 3 is for use with your own student.

Part 1 (Megan)

Characteristic of the Expression Megan’s Expression

1 Context What are the current circumstances (e.g., activity, place, people, time of day)?

2 Form What is the communication form (e.g., movements, sound, manner of touching)?

3 Sensory Mode Touch, hearing, vision?

4 Description What does the expression feel, sound, or look like?

5 Reference To which experience (now or in the past) does the expression refer?

6 Function (Purpose) Why does the student use this expression?

7 Meaning What is the total meaning of the expression, including reference, emotion, and purpose? What is the message being conveyed.

Part 2 (Zoe)


(Appendix 8)

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Characteristic of the Expression Zoe’s Expression








Expressions and Meaning Form

(Appendix 8)

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Characteristic of the Expression [Student Name]

Expression








(Appendix 10)

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Module 7: Emergent Communication

Self-Evaluation

Use the following self-checks to reflect on your own progress with a module instructor or as a part of your own self-study.

Module 7: Intervener Journal Entries:

The module participant watches the introduction section of the module and takes notes using the Intervener Journal Module 7 form.

Module Participant: Overall: _T, GT, NR__

Content Thoughtful Getting There Needs

Answers questions related video both before and after taking module.

Answered all the questions. Answers show thoughtful responses.

Answered all of the questions, but wrote short or incomplete responses.

Didn’t answer all questions.

Cites or notes specific resources in the module readings or videos.

Showed knowledge gained by citing materials and resources in the module.

Cited only one source in the module.

Didn’t use resources in the module to support answers.

Module 7: Discussion Board about Simulation Review

Module Participant: Overall: T, GT, NR___

Content Thoughtful Getting There Needs Review

Posts commentary reflecting knowledge of the readings or presentations.

Provided a thoughtful response and a relevant real-life example.

Provided a response, but it lacked insight or relevance.

Did not provide a response.

Writes thoughtful reflections of other participants’ posts.

Commented on at least two other participants’ posts.

Commented on one other participant’s posts.

Did not comment on others’ posts.

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Module 7: Shared Experiences

Shared Experiences Document

Module Participant: Overall: T, GT, NR___

Content Thoughtful Getting There Needs Review

Reflects on Presentation

Answers show that the participant has reviewed the presentation

Answers reflect some references to presentation but not in all areas

Answers do not reference learning from presentation

Answers all Questions

Responds to all prompts Responds to some prompts

Does not respond

Module 7 Emergent Communication Quiz

Module Participant: Quiz: / _10___

Content Thoughtful Getting There Needs Review Score

Quiz using notes from “Reciprocal Interactions” presentation.

9 to 10 correct answers 7 to 8 correct answers 6 or fewer correct answers

Module 7 Meaning of Expressions Graph

Reflects Learning Answers reflect that the participant has learned how to categorize all aspects of communication interactions

Some answers reflect

knowledge

Answers are not connected to information in the module

Completes all of Graph

Answers all of the communication domains listed on graph

Answers some of the communication domain

Answers 1 or fewer areas on graph

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References and Resources

Bruce, S. M., & Vargas, C. (2007). Intentional communication acts expressed by

children with severe disabilities in high-rate contexts. Augmentative and

Alternative Communication, 23(4), 300-311.

Daelman, M., Janssen, M., Ask Larsen, F., Nafstad, A., Rodbroe, I., Souriau, J.,

Visser, T. (2001). Congenitally deafblind persons and the emergence of

social and communicative interaction. Communication Network Update

Series, No. 2. Dronninglund, Denmark: Nordic Staff Training Center for

Deafblind Services (NUD). Retrieved from

http://www.nordicwelfare.org/Publications/CNUS-tekster/Congenitally-

Deafblind-Persons-and-the-Emergence-of-Social-and-Communicative-

Interaction/

Janssen, M., & Rodbroe, I. (2007). Communication and congenital deafblindness:

Contact and social interaction. The Netherlands: VCDBF/Viataal, St.

Michielsgestel.

Larsen, F.A. (2003). The washing-smooth hole-fish: And other findings of

semantic potential and negotiation strategies in conversation with

congenitally deafblind children. M.A. thesis in Cognitive Semiotics. Center

for Smiotics, University of Aarhus. Communication Network Update Series

No. 9. Regrieved from

http://www.nordicwelfare.org/PageFiles/6971/CNUS09_web.pdf

Project SALUTE. (no date). Mutual tactile attention. Retrieved from

http://www.projectsalute.net/Learned/Learnedhtml/MutualTactile.html

Project SALUTE. (no date). Object cue. Retrieved from

http://www.projectsalute.net/Learned/Learnedhtml/ObjectCue.html

Rodbroe, I., & Janssen, M. (2006). Communication and congenital deafblindness:

Congenital deafblindness and the core principle of intervention. The

Netherlands: VCDBF/Viataal, St. Michielsgestel.




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Rowland, C. (2013). Handbook: Online communication matrix. Oregon Health

and Science University. Retrieved from http://communicationmatrix.org

Souriau, J., Rodbroe, I., & Janssen, M. (2006). Communication and congenital

deafblindness: Making meaning. The Netherlands: VCDBF/Viataal, St.

Michielsgestel.

Van den Tillaart, B. (2000). Encouraging reciprocity in interaction between

deafblind people and their partners. DbI Review, January-June 2000, 6-8

Vege, G Bjartvik, R.F & Nafstad, A. (2007). Traces [DVD] Andebu, Norway:

Andebu Dovblindcenter.

module 7: emergent

Documents