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Communication Development in Young Children with Deaf-Blindness: Literature Review

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Communication Development in Young Children with Deaf-Blindness: Literature Review DOCUMENT RESUME ED 331 214 EC 300 195 AUTHOR Bullis, Michael, Ed.; Fielding, Glen, Ed. TITLE Communication Development in YoUng Children with Deaf-Blindness: Literature Review. INSTITUTION Oregon State System of Higher Education, Monmouth. Teaching Research Div. SPONS AGENCY Office of Special Education and Rehabilitative Services (ED), Washington, DC. PUB DATE 88 CONTRACT 300-83-0237 NOTE 266p.; For related documents, see EC 300 196-197. PUB TYPE Information Analyses (070) -- Collected Works - General (020) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Auditory Tests; Child Language; Communication Aids (for Disabled); Communication Skills; Contingency Management; *Deaf Blind; Evaluation Methods; Interaction; *Intervention; *Language Acquisition; Mothers; Multiple Disabilities; Operant Conditioning; Oral Language; Parent Child Relationship; Play; Preschool Education; Skill Development; Tactile Stimuli; Tactual Perception; Vision Tests; Young Children IDENTIFIERS Augmentative Communication Systems; Preverbal Communication ABSTRACT This review summarizes and discusses literature relevant to the communication development of young children (0-5 years) with deaf-blindness. The review is divided into topical areas. The topical areas and the contributors for each area are as follows: "Perspectives on Communication Assessment" (Charity Rowland); "Research in Tactile Communication" (Cynthia Jones and others); "Visual Assessment" (Pamela J. Cress); "Hearing Evaluation of Infants and Children at Risk for Severe Hearing and Vision Deficiencies" (John Brandt and Joseph E. Spradlin); "Nonsymbolic Communication in Early Interactional Processes and Implications for Intervention" (Ellin Siegel-Causey and others); "Mother-Child Interaction and the Development of Preverbal Communication" (Madeline W. Appe11); "The Play of Young Children Who Have Dual Sensory Impairments" (David M. Finn and others); "Development of Emergent Language" (Kathleen Stremel-Campbell and Jimmie Matthews); "Contingency Intervention" (Philip Schweigert); and "Augmentative Communication Systems" (Pamela Mathy-Laik)o and others). References accompany each paper. ODD) Itilialtaltalta***Italtaltaltaltaltaltaltaltalta***********Italtit****Italiata*********&*Italt Reproductions supplied by EDRS are the best that can be made from the original document. aaaaaaaaaaaaaaaaaaaaaaaaaaaaa****************************************** U.S. DEPARTMENT Of EDUCATION Office ot Educational Research and tmprovement EDUCATIONAL RESOURCES INFORMATION CENTER IERIC) /Thisdocument has been reproduced as received horn MP Orson OP organisation originating it 0 Minor changes have been made to improve reproducliOn Quality Points of view Or opinions stated infrusdoCu, ment do nol necessarity represent official OEM position or policy 70:9 t.:41Z COMMUNICATION DEVELOPMENT r:4 IN YOUNG CHILDREN WITH DEAFBLINDNESS: LITERATURE REVIEW BEST COPY AVAILABLE "3 fsr) COMMUNICATION DEVELOPMENT IN YOUNG CHILDREN WITH DEAF-BL1NDNESS: LITERATURE REVIEW Edited by Michael Bu His & Glen Fielding 1988 Communication Skills Center for Young Children with Deaf-Blindness Teaching Research Division Oregon State System of Higher Education Monmouth, OR 97361 This; iminuseriptvia', provided undor coritraot# 3 9- 8 3 - 2 3 7 from theOffice of Special Education and Rehabilitative Service:, United States Department ofEducation. The information presented herein does not necessarily reflect the policy of thatoffice and no official endorsement s,hould be inferred. PREFACE impairment Perhaps no handicappingcondition is as debilitating as the dual sensory ot'condition have of deaf-blindness. Alltoo often, young childrenwith this type difficulty developing evenrudimentary communication skills.This situation is further exacerbated by a relative absenceof systematic research, assessmenttools, and curricula expressly designed for personswith deaf-blindness.Fortunately, in recent years, the professional community has directed moreattention to this population, andvarious research endeavors have beeninitiated to develop appropriateand useful materials. One such effort was theCommunication Skills Centerfor Young Children with 5-year contract that was Deaf-Blindness (CSC). This project was funded through a awarded in 1983 to the TeachingResearch Division of theOregon State System of Higner Education by the UnitedStates Office of Special Educationand Rehabilitation. disseminate The overallgoals of CSC were to develop,implement, evaluate, and communicationandlanguage communicationinterventionstoincreasetheearly competencies of young children (0-5years) with deaf-blindness. Toward this end a multisite, consortium model wasadopted. The CSC was administeredthroughthe Oregon, Public Schools; Teaching Research Division andincluded as members the Portland, University of Kansas, Departmentof Special Education; ParsonsState Hospital and Training Center, Parsons, Kansas;University of Washington,Experimental Education Wisconsin-Madison, Waisman Center; St.Luke's Hospital, New York; Unit; University of specific and Utah State University,Exceptional Child Center.At each of these sites topics related to communicationdevelopmentinchildrenwithdeaf-blindness were investigated. Its This manuscriptis only one of the productsgenerated through the CSC. literature thatis relevant to thecommunication intentis to summarize and discuss will be both development of the target population.Itis our hope that the document interesting and helpful to the reader;and that, in some way,itwill aid children with dea f-bl indness. Michael Millis, Ph.D. Project Director COMM unica t ion Skills Centerfor Young Children withDeaf-Blindness CONTRIBUTORS Jimmie Matthews Madeline W. Appell Intervention Coordinator Assistant Professeor of Clinical Early Identification and Intervention Child Development Project for Infants with Dual Sensory College of Physicians and Surgeons linpairments Columbia University University of Southern Mississippi New York, NY Hattiesburg, MS John Brandt Paul V. Ozier Associate Professor Research Assistant Bureau of Child Research University of Kansas University of Kansas Bureau of Child Research Lawrence, KS Lawrence, KS Pamela Cress Ann E. Rateliff Program Director, Sensory Assessment Projects Doctoral St udent Parsons State Hospital & Training Center Departmentof Communicative Disorders Parsons Research Center University of Wisconsin Parsons, KS Madison, WI Barbara Ernst charity M.Rowland Research Assistant Research Scientist Department of Special Education Oreon Research Institute University of Kansas Portland, OR Lawrence, KS Pnilip Schweigert Recca ['ewe II Project Coordinator KarPri Ciore Professor of Education Oregon Researth Institute culane University Portland, OR New Orleans, LA Ellin Siegel-Causey David Finn Research Associate Research Associate Department of Special Education Department of Special Education university of Kansas University of Washington Lawrence,KS Seattle, WA Charles R. Spellman DouglasGuess Senior Scientist Professor Parsons State Hospital & Training Center Department of Special Education Center PHrsons Resea rch Center University of Kansas Parsons, KS Lawrence, KS Joseph E. Spradl in Cynthia S. Jones Senior Scient ist Beha vior Analyst Parsons State Hospital & Training Center Institute of Logopedies Parsons Research Center Wichita, KS Parsons, KS Pamela Math y-Laik ko Kathleen Stremel-Ca mphell Doctoral Student Associate Professor DepartmentorCommuuication Disorders Department of Special Educat ion University of W isconsin University of Southern Mississippi Vladison, WI Hattiesburg, i ii CONTRIBUTORS continued Patricia Vadasy Research Publications Editor Expertmental Education Unit University of Washington Seattle, WA Francisco Villarruel Doctoral Student Department of Communicative Disorders University of Wisconsin Madison, W! David E. Yoder ssoci a te Dean Department of Allied Health University of North Carolina Medical School Chapel Hill, NC iv TABLE OF CONTENTS Page 1. Perspectives on Communication Assessment Charity Rowland 1 II. Research in Tactile Communication Cynthia Jones, Charles R. Spellman and Paul V.Ozier 23 III. Visual Assessment Pamela J. Cress 37 IV. Hearing Evaluation of Infants and Children at Risk for SevereHearing and Vision Deficiencies John Brandt and Joseph E. Spradlin 51 V. Nonsymbolk. Communication inEarly Interactional Processes and Implications for Intervention EHin Siegel-Causey, Barbara Ernst, and Douglas Guess 69 VI. Mother-Child Interaction and the Development of PreverbalCommunication Madeline W. Appell 123 VII. The Play of Young Children Who Have Duni SensoryImpairments David M. Finn, Rebecca R. Fewell, and Patricia F. Vadasy 149 VIII. Development of Emergent Language Kathleen Stremel-Campbell and Jimmie Matthews 165 IX. Contingency Intervention 203 Philip Schweigert . X. Augmentative Communication Systems Pamela Mathy-Laikko, Ann C. Rateliff,Francisco Villarreul, and David E. Yoder 225 SCCIO LPerspectives on Communication Assessment bY Charity M. Rowland Assessing sensory, communicative, social, and cognitive functioning is extreraely difficultinchildren withvision and hearing impairments.This difficultyis due to motivational problems, limited response repertoires, or the absence of language. Many of the traditional assessment instruments rely upon the subject's ability to comprehend and cooperate with verbal instructions.They also generally rely on verbal responses. This dependence upon receptive and expressive language ability renders such tests useless with nonverbal individuals and has resulted
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