Communication with Individuals who are Deafblind During Physical Activity: Eight Steps Dr. Lauren Lieberman The College at Brockport Department of Kinesiology Brockport, New York (585)

Research For people who are deafblind, communication can be a major barrier to recreation (Lieberman & Stuart, 2002; Lieberman & MacVicar, 2003). Research has been conducted to determine best practices in recreational settings (Arndt, Lieberman, & Pucci, 2004).

Research continued Levels of engagement can increase through play (Engleman, Darrow, & Harold, 1998) Children tended to dislike tactile input that was unpredictable, indistinct, complex in form, or too light (Chen, Downing,& Rodriguez, 2001) Routines and repetition help learning (Chen, Downing,& Rodriguez, 2001) Increasing vocabulary will help increase choices

Steps to clear communication Take time to feel/explore the environment Provide time for exploration Discuss previous experience Make continuous activities discrete Ensure receptive and expressive communication opportunities Link movement to language Attend to positioning of all parties Review when communication will take place Be comfortable asking for help

A Few Thoughts Before We Start Recreation and Physical Activity are part of the Expanded Core Curriculum ( Sapp & Hatlen, 2010 ) When introducing a new activity try to introduce “whole-part-whole” so it makes sense to the child

More thoughts Take the time to make sure participant and intervener/SSP totally understand the activity and environment before it starts if possible (Morgan, n.d.) Use tactile representations when possible such as a volleyball for the sport of volleyball, or a towel for swimming (Chen, Downing, & Rodriguez, 2001) *Do not use miniatures

Take Time to Feel the Environment Familiarity is essential for the participant and internever/SSP (Miles & Riggio, 1999) Whole-Part Whole Familiarization with new equipment and technique Plan as intervener/SSP Use tactile maps of the field or court

Provide time for exploration Time for exploration is not wasted time (McInnes, 1999 ) *Deafblind time Have realistic expectations for participation Provide hand held manipulative models Provide equipment in stationary, safe position

Discuss previous experiences with the person who is deafblind and familiar interveners/ SSPs Always ask the person who is deafblind what would support their participation (Morgan, N.D.; Smith, 2002) Use the expertise available Identify shared goals for activity

Communication modes Determine the best mode of communication for the participant Speaking Visual signs Tactile signing Gestures, etc. (Bourquin, & Sauerburer, 2005; Engleman, Darrow, & Harold, 1998) The more methods taught the easier the communication tends to be due to choices (Bourquin, & Sauerburer, 2005)

Make Continuous Activities Discrete Children who are deafblind better understand activities with a clear beginning and end (Chen, Downing,& Rodriguez, 2001) Discrete activities (bowling, shot put, kicking a ball) have time for feedback Continuous activities such as running, swimming, canoeing do not allow specified time for feedback (Arndt, Lieberman & Pucci, 2004)

Ensure receptive and expressive communication opportunities Physical activity involves motion and use of the hands and body Design and use communication Practice the activity with both types of communication to ensure comfort

Link Movement to Language Ensure the participant knows the purpose of the activity Emphasize the name, sign and description of the skill such as a guard in basketball, a goalie in soccer, or a pitcher in baseball. How do you address signs with no sign? (next slide) Repeat often until they know the concepts provided Do not leave out information because you think they do not need to know (Smith, 2002)

How do you address creating a new sign? Preconference Review vocabulary related to the sign Create the sign using their mode of communication (Chen, Downing, Rodriguez, 2001) Examples: Showdown, repelling, unicycle, etc. Use videos if possible to share words and methods Agree Practice the sign during the activity Share with other key participants

Attend to positioning of all parties Consider where the intervener/SPP is most easily available for communication Consider what is comfortable/possible for intervener/SSP Consider expressive and receptive communication Consider what to do about movement or activities that preclude easy communication

Review when communication will take place Identify activity as discrete or continuous Agree when communication will occur next before beginning Allow flexibility in case of an emergency

Be comfortable asking for help Share your expertise Value the expertise of others Communication, familiarity with preferences Know your limits Physical, emotional, skill level Take risks as you feel comfortable to do so

Just try it! Some activities are easier to set up than others – take the time to introduce new physical activity!

References Arndt, K.L., Lieberman, L. J. & Pucci, G. (2004). Communication during physical activity for youth who are deafblind. Teaching Exceptional Children Plus, 1(2), Article 1. Bourquin, E., & Sauerberurger, D. (2005). Teaching deafblind people to communicate and interact with the public: Critical issues for travelers who are deaf-blind. RE:View, 37, Chen, D., Downing, J., Rodriguez-Gil, G. (2001). Tactile learning strategies for children who are deafblind: Concerns and considerations from project SOLUTE. Deaf-Blind Perspectives, 8, 1-6. Engleman, M.D., Griffin, H.C. (1998). Deaf-blindness and communication: Practical knowledge and strategies. Journal of Visual Impairments and Blindness, 92, Lieberman, L.J., & MacVicar, J. (2003). Play and Recreation Habits of Youth who are Deaf-blind. Journal of Visual Impairment and Blindness, 97(12), Lieberman, L.J., & Stuart, M.E. (2002). Self-determined recreation and leisure choices of individuals with deaf-blindness. Journal of Visual Impairment and Blindness, 96(10),

References continued McInnes, J.M. (1999). A guide to planning and support for individuals who are deafblind. Toronto, ON: University of Toronto Press. Miles, B., & Riggio, M. (1999). Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind. Watertown, MA: Perkins School for the Blind Press. Morgan, S. (n.d.). Sign language with people who are deaf-blind: Suggestions for tactile and visual modification. Retrieved from: Smith, T.B. (2002). Guidelines: Practical tips for working and socializing with deaf-blind people. Burtonsville, MD: Sign Media Inc. Sapp, W., Hatlen, P. (2010). The Expanded Core Curriculum: Where have we been, where are we going and how will we get there? The Journal of Visual Impairment and Blindness, 104, 6,