The Sooner the Better: A Framework for Training Early Intervention Practitioners on Deaf-Blindness Danna Conn, Tennessee Deaf-Blind Project Megan Cote, National Center on Deaf-Blindness Carol Darrah, Georgia Sensory Assistance Project Emma Nelson, Vermont Sensory Access Project Sherri Nelson, North Dakota Dual Sensory Project

What is the framework? Online resources specific to deaf-blindness Customized training and technical assistance to: Early Intervention Providers Project staff Families Focuses on: Identification of children with combined vision and hearing loss Key instructional strategies Developmental domains used by early interventionists. Guided by CEC's Division for Early Childhood (DEC) Recommended Practices

Why was it created? Early Identification and Referral Self-Assessment Guide Helps State Deaf-Blind Projects examine referrals from statewide Early Intervention Partners Early Hearing Detection Intervention (EHDI), Part C-Early Intervention, Medical Community, and Community Partners Tool Kit Gives states resources to increase identification and referral The Sooner the Better Framework Provides resources and training to increase knowledge of Early Intervention Professionals

Who participated in its creation? Part C Work Group comprised of state deaf-blind project & NCDB staff Danna Conn (TN) Megan Cote (NCDB) Carol Darrah (GA) Rose Moehring (SD) Emma Nelson (VT) Sherri Nelson (ND) Lisa Poff (IN) Barbara Purvis (former NCDB Initiative Lead)

Framework Webpage

The 8 Units of the Framework Recognizing and Understanding Sensory Loss Building a Foundation for Successful Learning Key Strategies for Improving Outcomes Fine and Gross Motor Skills Social-Communication Skills Cognitive Skills Social Skills Adaptive Skills

What kinds of resources are included? PowerPoint slides Videos Recorded presentations Handouts Photos Participant Learning Not every unit has all of the items.

Unit 1: Recognizing and Understanding Sensory Loss Impact on Early Development Incidental Learning Overview of Deaf-Blindness Prematurity, Ongoing Medical Issues and Multiple Disabilities Risk Factors

Unit 2: Building a Foundation for Successful Learning Access to People, Objects, and Activities Appropriate Assessment Bonding Individualized Communication Systems (Reading Infant Signals) Meaningful Learning Activities (Routines, Likes/Dislikes, Sensory Channels) Team Approach Touch Trusted Relationships

Unit 3: Key Strategies for Improving Outcomes Active Learning Choice Making Cues Greeting/Leaving Rituals Hand-Under-Hand Wait Time and Pacing

Unit 4: Fine and Gross Motor Skills Impact Active Learning Hand-Under-Hand Motivation to Move (Body and Spatial Awareness) Responsive Environments Safety and Security

Unit 5: Social-Communication Skills Impact Communication Basics Using Cues and Symbols

Unit 6: Cognitive Skills Impact Concept Development Early Literacy Responsive Environments Systematic Instruction (Fading, Pairing, Shaping, Task Analysis)

Unit 7: Social Skills Impact Communication and Interaction Partners Facilitating Participation Following the Child’s Lead Greeting/Leaving Rituals Name Cues

Unit 8: Adaptive Skills Impact Adaptations Calendar Systems (Anticipation Schedule, Daily Schedule) Independence/Self-Determination

How can the framework be used? Use resources including PowerPoint presentations and video clips to increase capacity of Statewide Partners Early Intervention Providers Early Childhood Special Educators, Teachers of the Blind, Teachers of the Deaf/Hard of Hearing, Speech Language Pathologists, Occupational Therapists, Physical Therapists Early Hearing Detection Intervention Medical Providers Community Agencies Families Deaf-blind Project Staff University Staff, Faculty, and Students

2 State Examples North and South Dakota Michigan 40 EI providers used OHOA Modules Starting a CoP for the providers SD uses it for more intensive TA Michigan Used 2 PowerPoints from the Framework to create a training for EI providers. It lead to the identification of one new child and they are working on more.

Thanks for joining this session! Danna Conn, danna.conn@VANDERBILT.EDU Megan Cote, megan.cote@hknc.org Carol Darrah, cdarrah@uga.edu Emma Nelson, Emma.Nelson.1@uvm.edu Sherri Nelson, shnelson@nd.gov