BC POPDB<br />

Intervention Strategies

Deafblindness covers a broad spectrum of individuals, each with their own unique combinations of visual and auditory abilities. What all people with deafblindness have in common is the need to access information that they are unable to gather on their own. The role of the Intervenor is to provide information in a way that works for the individual. Therefore, Intervention looks different with each person who receives it. The why of Intervention is the same for all people with deafblindness, the how varies considerably. It is important that the skills of the Intervenor are matched to the needs of the individual they support. For example, if a child is learning a sign language system, the Intervenor must be at least 3 steps ahead of the learner in their sign skills, not trying to learn sign at the same time as the child. If the person with deafblindness is a fluent ASL signer then the Intervenor must also be a fluent ASL signer.

Section Content:

Frequently Asked Questions

The following answers are the opinions of Joyce Olson, Coordinator of the BC Deafblind Outreach Program.

1. Does a student with Deafblindness become dependent on the Intervenor?

The perception that Intervention creates over-dependence is an issue we often encounter. It is really an issue of helping people understand what Intervention is all about. Deafblindness is an information gathering disability, and the role of the Intervenor is to provide the information the individual is unable to gather on their own. It has been my experience that if you really look at the situation and if true Intervention is in place, you find that the individual with deafblindness is dependent on the information that the Intervenor is providing and not so much on the person themselves. If another person is able to provide the same information and read the child's attempts at communication equally as well, they will readily move from one person to another. Of course this is the tricky part. We all know that it takes time to get to know how a child with deafblindness communicates and for the child to develop sufficient trust in the Intervenor to interact and learn. It can look like over-dependence, when it is really Intervention at it's best. The more information you give a child, the more they want, and often the Intervenor is the only one in the child's experience (outside of family members) that they have been able to have successful interactions with. Of course it looks like there is a dependency happening, but it's not really the case. The more successful the Intervenor is in providing information, the more information the child wants, and therefore, the greater the need for the Intervenor.

If indeed the child is too attached to the person and not the information provided, which can sometimes happen, then it is often the case that the person doesn't understand Intervention and more training around Social Intervention is helpful. Often the Intervenor needs a greater understanding of the role of the Intervenor in the Responsive Environment and the importance of constantly expanding the child's world and encouraging the Intervenor to find as many opportunities as possible for the child to interact with others. There's a great chart from Welcoming Students Who Are Deafblind into Typical Classrooms (1995) table 2, p. 221, that talks about the role of the communication partner. The first stage is to teach the skills needed in an interaction or activity, then moving on to the role of partner where both complete the task together. In the third stage, the Intervenor takes on the role of the mediator and a third person is introduced. Here the Intervenor models the interaction for a peer or someone in the community and shows them how to interact with the child. The final role is that of the observer where the Intervenor fades back and the exchange is now taking place between the child and the other person. The Intervenor is still close by to provide any information that comes up unexpectedly and doesn't just walk away from the exchange.

2. What's the difference between: an ASL Interpreter and an Intervenor? a Caregiver and an Intervenor? a Teaching Assistant and an Intervenor?

An Interpreter and an Intervenor

An Interpreter is trained to convey just the words that are spoken and that's it. An Intervenor must also convey the visual and auditory information from the environment that provides the context for the words. For example, if a person with deafblindness is introduced to someone, the Intervenor would convey the words exchanged but also provide information about what that person is wearing, the fact they have a new hair style, etc. If the person they are speaking to is distracted by a group of people laughing beside them, the Intervenor must fill in the information about the situation that caused the distraction.

In many instances, it may be impossible to provide all of the visual and auditory information that the sighted, hearing person would receive in a few seconds just by walking into the room. The Intervenor must make ongoing decisions about what information is needed at any given point for the person with deafblindness to understand the situation as fully as possible. The Intervenor must also convey the information in a way that is going to make sense to the person they support. This requires knowing the person's communication methods and styles. ASL is not the only method of communication for students with deafblindness. The Intervenor may use a variety of methods to convey information, including touch cues, object cues, pictures, line drawings, adapted signs, tactile signs, the printed word, Braille - whatever the individual needs to make sense of what is happening at their level of understanding. In some cases this may include the need for an Intervenor to have an Interpreter level of sign ability. It varies with the needs of each person.

A Caregiver and an Intervenor

A caregiver is a support person who provides for the basic needs of an individual. They make sure the person is healthy and clean. They ensure that the nutritional needs are met and medications are administered. Often they will keep the person happy and generally well cared for. The Intervenor may be required to do many of these things as well, but the difference lies in how these activities are done.

Let's look at the example of changing a diaper. The caregiver will most likely pick the child up, place them on a changing table, take the dirty diaper off, throw it out, clean up the child and put the clean diaper on. The Intervenor's focus would be on providing the child with enough information to be able to anticipate what is about to happen, to find ways of involving the child in the process and ensuring that they are an active participant in everything they do, even changing a diaper. The Intervenor may start by showing the child a dry diaper, letting them feel it and showing them the sign for "bathroom" either visually or tactually, to let them know they are about to go to the bathroom and change their diaper. If the child is mobile, the Intervenor would pause for a count of 10 to see if the child understands the information given and if they will start toward the bathroom on their own or show some other indication that they understand. If no indication is given, the Intervenor will present the cues again and this time show the child what is expected by leading them to the washroom. If the child is in a wheelchair, the Intervenor will show the child the cues in the same way, pause for some indication of understanding, then pat the handles of the chair twice to indicate they are about to move forward. In both cases, once in the washroom the Intervenor would have the child help them pull down their pants, undo the tabs on the diaper, check it together to see if it is wet or dry, give them the language for wet or dry in sign and/or voice. In some cases this may all be done hand over hand depending on the abilities of the child, or the Intervenor may encourage the child to do as much as they can on their own. This process would continue throughout the activity of changing the diaper.

In all activities, the Intervenor's motto is to do with, not for. A caregiver would be more prone to do things for the child. This is probably the biggest difference between the two roles.

A Teaching Assistant and an Intervenor

Often a teaching assistant may be asked to perform tasks within the classroom to help out the teacher, such as photocopying, leading a small reading group, helping students with various tasks in the classroom, etc. An Intervenor is there primarily for the student with deafblindness, and must be there at all times to convey information that the student is unable to gather on their own, so the student with deafblindness can understand what is happening and what the expectations are for them in this situation. They must also be there to read and respond to any attempts that the student makes at communication. Imagine a student with deafblindness that is just learning to communicate. This child signs drink for the first time, but the Intervenor has been asked to take care of 3 other students at the same time and their attention is on another child. The Intervenor misses the student's attempt to ask for a drink. The child receives no feedback for their attempt at communication. Why would he bother to try again? The child with deafblindness does not get the same feedback from the environment the other children do. He does not learn by watching and listening to what others are doing around him. His opportunities for incidental learning are very limited. It is so important that the Intervenor be there at all times for the child to provide information, to respond to their attempts to communicate, to provide the feedback that the child does not get just by being a part of the world. The Intervenor must always be available to the student to capitalize on the teachable moments throughout the day, to follow the student's interests and build on it to help the student expand their experiences and their understanding of the world.

This does not mean that an Intervenor never interacts with other children or never helps out with classroom chores. The biggest difference is that the Intervenor would find a way to include the student with deafblindness. Photocopying would become an activity in which the student is an active participant and the activity is designed to meet the student's goals and needs. In group activities, the Intervenor would help the student to interact effectively with others. Their focus, however, is always on the needs of the student with deafblindness.

Check out this site from Texas for more information: http://www.tsbvi.edu/Outreach/deafblind/intervener.htm#differ

3. Does an Intervenor work only one-on-one with the student?

As indicated above, the Intervenor's primary responsibility is to the person they support. Within this role, they also act to help the individual develop relationships with peers, teachers and members of the community. Often they act to teach others how to interact and communicate with the student they support. The Intervenor can act as the Public Relations person for deafblindness and Intervention in general, by helping others understand and learn about their role and the needs of the person they support. The role of the Intervenor is complex and multi-dimensional. The Intervenor must be there for the person with deafblindness, while finding ways to expand their interactions with others, to provide information while teaching the student to explore and to think for themselves, and to communicate with a variety of people in a variety of settings. The Intervenor is there to support one student, but to do this effectively they must interact with a variety of other people throughout the day, and over time, teach the person they support how to interact with others as well.

I want to stress that providing one-to-one support for a student who is deafblind, is not the same as providing Intervention services for the student. The role of the Intervenor is very complex and an Intervenor needs specialized training in deafblindness and in Intervention to be an effective Intervenor. Just because a person is assigned to a student, does not make them an Intervenor. The Intervenor must be skilled in adapting activities so they make sense to the individual. The Intervenor is always thinking about how to encourage the student to be an active participant in all activities, to encourage him/her to think for him/her self, and to be an expressive communicator. Intervention looks different with every person who receives it. The Intervenor must understand this and be able to adapt their skills and techniques to the needs of the individual.

4. How long should an Intervenor stay with someone who is deafblind?

There is a general guideline that has developed over time, that an Intervenor should stay with the same Intervenor no longer than 3 years. In very broad terms, it can be said that the first year is spent getting to know each other, learning how to communicate with each other, and building a trusting relationship. In the second year, the student is comfortable with the Intervenor and is able to explore new things and a great deal of learning takes place. By the third year, often the student and the Intervenor know each so well, that they can interpret the slightest movement or twitch of a muscle and respond without any obvious communication attempts being made. When this starts to happen, it can be a good thing to bring a new Intervenor into the picture. A new person can bring new ideas and ways of doing things that will challenge the student with deafblindness to have to think for themselves and communicate in new ways with the new Intervenor. A change can broaden the student's opportunities and help them learn to interact with a variety of people. It can be a very good thing, when the new person has the skills that match the student's needs and communication styles, and has received some training in supporting the student with deafblindness.

There is also the fact that Intervention is a very intense job. The Intervenor has to be "on" all the time. They have to be there for the student constantly thinking about how to convey information, what information is needed for understanding, how to meet the needs of the other team members while still meeting the needs of the student. The Intervenor wears many hats in the course of their day and the job can become very draining and stressful. Intervenors are very devoted people and may not realize they need a break or a change of student. The "3 Year" guideline helps them understand from the beginning that their role as the student's key support can end and it's okay for change to take place.

As with everything in the field of deafblindness, there are always exceptions to the rule. The time any Intervenor spends supporting someone who is deafblind must be looked at based on the individual circumstances, the availability of training for new Intervenors, the strengths of the individual, etc. etc. I prefer to suggest a 3 - 5 year guideline that takes into account a variety of factors. I think it's a positive thing to have new people come into the team, and every situation has be reviewed independently to see if it is time for change.

The worst scenario is to have an new Intervenor every few weeks or months. I worked with a team once that for a variety of reasons had 13 Intervenors work with a student over a 5 year period. The student was never able to establish a trust bond with anyone and his ability to learn, to try new things was severely compromised. Those 5 years were really a disaster in terms of his education. The "3 Year" guideline is in many ways a protection for the student, to ensure that everyone realizes the importance of having an Intervenor commit to a significant period of time for support to the student.

5. How do you introduce a new Intervenor to a student?

When supporting a child with deafblindness, a good rule of thumb is to introduce the new by overlapping with the familiar. For example, in an ideal world there would be time available for a new Intervenor to spend time with the student and their experienced Intervenor, gradually giving the new person more and more hands-on time with the student. I can appreciate that this may not always be possible for a variety of reasons. One suggestion might be to try having a back-up in the school trained to work with the student during the Intervenor's breaks, etc. This person would get to know the student, and the student would get to know the new person, so the transition happens smoothly.

In a situation where it is impossible to arrange for this type of overlap, minimize the amount of change as much as possible. If a student is transitioning to a new school, wherever possible have the Intervenor go with the student for at least the first year. A new Intervenor should be introduced the year before the transition or a year after. Asking some students with deafblindness to adapt to a new environment and a new Intervenor at the same time may be asking too much.

If this isn't possible, make sure that the student goes to any new setting or with a new Intervenor with very good documentation on communication styles and their unique ways of expressing themselves. Videotape the student in familiar routines to provide as much consistency as possible. Much sure the receiving team knows how the student's communication system is organized and how the student uses it. Remember the details. It will save a lot of time and confusion for the student to make sure to include information about the student's likes and dislikes. Interview the current Intervenor on tape to give the experienced person the chance to pass on as much information as possible.

Do With, Not For

The Intervenor's Motto

The following is taken from Intervention - A Guide to Getting Started, (2002), Olson, J. (Ed.), A POPDB Publication, Richmond, BC.

Contributors: Kim Amiel, Barb Daley, Emma Dyck, Ellen Faustman, Gisela Froese, Lee Grant, Christine Herrick, Rebecca Hydamacka, Meg Johnson, Carol Lam, Robin Langin, Christine Larson, Patti McDougall, Brenda McGee, Tessie Rebello, Marlene Searls, Lenora Spencer, Darlene Waske

What is Meant by “Do With, Not For”?

“Do with, not for” is the Intervenor’s motto; the foundation for all the Intervenor’s actions. But it goes beyond the mere physical and encompasses beliefs and attitudes. We need to truly believe in the worth of the individual with deafblindness and their right to self-determination. It is about empowering the individual with deafblindness by encouraging them to be active participants in the world surrounding them and giving them control of their lives.

Intervenors give guidance and support ‘doing with’ rather than taking over, doing for and deciding everything for the individual. In ‘doing with’ the individual is involved and engaged to the fullest extent possible.

Remembering the uniqueness of every individual with deafblindness, ‘doing with’ looks different for each person. For the individual being actively involved may mean simply just being aware, attending, using eye gaze, or moving co-actively or even planning and executing activities with information, guidance and support as needed.

For the individual with deafblindness, ‘doing with’ means being aware, having choices and control. They become an engaged, informed and active participant.

Why is “Doing with, not for” so important?

• lowers frustration level and confusion

• gives meaning to activities

• aids concept development

• provides opportunities for learning

• provides opportunities for choice & informed decision making

The goal for any individual with or without deafblindness is maximum control of their lives (self-determination). While ‘doing for’ is directive, often invasive and creates dependency; ‘doing with’, follows the individual’s lead, giving them more control of their lives. “Intervention is not defined by the person acting as the Intervenor, but rather by the needs of the person who is Deafblind.” (McInnes & Treffry, 1993). By ‘doing with’ their interests and desires are respected; it is more of a partnership. ‘Doing with’ respects the individual with deafblindness by providing opportunities for self-determination.

In ‘doing with’ trust is created. With more awareness and anticipation there are less unpleasant surprises. Consider 2 examples of the same situation:

a. ‘Doing For’ - Chelsea’s nose is running and needs to be wiped. The Intervenor, without warning, quickly wipes her nose. Chelsea, totally unprepared, is startled and becomes upset.

b. ‘Doing With’- The Intervenor guides Chelsea’s hand to a box of tissues.

Using verbal and object cues awareness and anticipation of wiping her nose is created. Chelsea is helped to feel the tissue and pick it up. Her hand is guided to her face and she is assisted to do it for herself.

‘Doing for’ was startling and invasive. ‘Doing with’ (b) was more respectful, and comfortable for Chelsea; definitely a better way to build trust. In an environment of trust, an individual who has a safe, secure base to return to feels safer to explore and expand their world (van Dijk, 1999), and changes [or new things] are more likely to be met with less rejection (Walters 1994).

‘Doing with’ provides a more complete understanding of the world around; things make more sense and there is less confusion. Without understanding, the ensuing confusion and fear can result in withdrawal from the outside world.

Chelsea’s Intervenor (doing for) left her for a moment to dash across the hall to get her scented markers; she would be back in a moment. Chelsea started to cry loudly, tears came because her link and to the world had been withdrawn without forewarning. As a result, Chelsea withdrew.

Her Intervenor had ‘done for’ Chelsea what she could have ‘done with’ her. ‘Doing with’ would have been less frightening and made more sense to her than a world in which things suddenly appear and disappear. When activities make more sense or have more meaning they are more motivating. Context and environmental cues are lacking for the individual with deafblindness; ‘doing with’ helps to provide this missing information.

For example, Jenna is about to start an art project. Her Intervenor assists her in moving to where her paint apron is kept (an environmental cue to the activity). She is fully involved in getting supplies, paints, papers and setting up. Her attention and gaze is drawn to the materials; she is encouraged to touch and choose; . . .

No one magically provides everything for Jenna or whisks things away. She becomes an active and informed participant, involved and much more aware of her environment as it extends beyond her. Basic concepts are learned in context and can be built upon. In ‘doing with’ concept development is aided as the individual is involved from beginning to middle to end.

‘Doing with’ is crucial to the learning for the individual who is deafblind because they learn by experience and need opportunities for real life experiences to expand their understanding of the world. It is difficult for them to learn incidentally or by simply listening and observing; as active participants they learn by doing. They require real life experiences to learn (community based learning). Every waking moment can be an opportunity to learn by ‘doing with’. Doing with’, provides more opportunities for learning and a more complete understanding of the world thus more informed decisions can be made. In ‘Doing with’ the individual is an active participant in the world with opportunities to choose and even to refuse activities. Having choices is a right of every human being. Having control of one’s own life, the right to self-determination is a right of every individual - with deafblindness or not.

Making it Happen

‘Doing with’ happens when the individual is involved or engaged to the fullest extent that they are able. Consider their uniqueness. In ‘doing with’, active participation will look different for each person. There is a whole continuum of participation. In partial participation the individual participates in each activity of their day in some way (Mississippi).

For a child with multiple disabilities or limited mobility ‘doing with’ may be just being aware of what is happening by actively gazing or attending. Attention may have to be directed and redirected. Participation may be looking at their lunch bag signaling awareness and readiness for lunch. They may track objects, or turn their head to indicate choices.

Another individual may need assistance through guided co-active movements, ie. Hand-over-hand or hand-under-hand techniques. With hand over hand the Intervenor’s hand is over the individual’s guiding it or shaping it. Remember that the individual’s hands are like eyes to them, used to ‘see’ the world; be gentle and use a confident touch. With hand under hand the Intervenor’s hands are under the individual’s, acting upon the environment. This is less directive and less threatening; the individual has the option to withdraw (i.e. choose to participate or not). In new situations where there is a tendency to withdraw initially, hand under hand gives the individual more control. The Intervenor slips their hand out from under when the individual seems comfortable.

Regardless of how support is given, by ‘doing with’ instead of simply performing tasks for the individual; responsibility and control is shifted to the individual with deafblindness. For example, a child can be responsible for getting their own things or putting them away. They can be responsible for signaling the end of an activity by placing an item in a finished box. Even a task as simple as a nose wipe can be ‘done with’ the person who is deafblind. With each task we need to ask if they had an opportunity to help or be a part of it.

Working together enables the individual to be involved and part of the world rather than a spectator. In ‘doing with’ consider opportunities for the individual to be of service. For example, a student may assist in taking attendance by helping to deliver attendance slips to the school office or operating a switch to change the picture on display at an assembly. Being a contributing member of society increases feelings of self-worth and creates connections to the rest of the world. Intervenors need to be creative and look for opportunities for the individual to be a part of the world around them and to encourage that participation.

In ‘doing with’ remember:

•Each individual is unique. What ‘Doing With’ looks like varies with the person you support.

•Know the individual - their method of communication, their likes and dislikes.

•Take time to plan activities and how you will ‘do with’.

•Plan but be flexible enough to be aware of the moment - follow their lead.

•Listen so you can follow their lead - Follow the things they are interested in.

• Provide opportunities for choice. Let them know what options are available, and then respect the choices made.

• Strive to be more Reactive than Directive.

• Be patient. Their response time is often longer. ‘Doing with’ often takes longer but it’s worth it.

•The process of “doing” (being actively involved in an activity) is more important than the finished product. It is in the experience of doing that learning occurs.

• Provide real life experiences at home, school and in the community. Every waking moment can be an opportunity to learn by ‘doing with’.

•Be creative. And have fun!

•‘Doing with’ is: Active Participation, Learning by doing, and Enabling informed decision making/self-determination.

References & Resources:

Bulmer, C. & Newbury. Wings: A Model for an Integrated Life Style. The Canadian Deafblind and Rubella Association.

McInnes & Treffry. Deafblind Infants and Children, A Developmental Guide. University of Toronto Press, Reprinted 1993.

Mississippi Services for Deaf-Blind Project, Focus Flyer

Olson, J.; Mamer, L. & Harris G. Introduction to Intervention. Course manual presented 2002. BC Provincial Outreach Program for Students with Deafblindness.

Talking Sense: Learning through real experience, Autumn 1991.

van Dijk, Dr. Jan. Development Through Relationships, Entering the Social World. 1999, reprinted 2001. http://www.tr.wou.edu/dblink/vandijk3.html accessed Sept. 10, 2002.

Walters, J. Behaviours in Persons with CRS - A Response. NFADB Newsletter, Fall 1994. Helen Keller National Centre.

Theory Into Practice

Do With, Not For

Sheila McIntosh - Consultant

L. you are a master of "do with, not for", and for ensuring that your student is an active participant in every single thing he is involved with.

You have learned to sit back and wait. When the temptation might be to step in, you allow your student to make attempts at things that may seem difficult for him to do, such as opening a small, tightly wrapped package. Through your encouragement and confidence in his ability, he has learned to try everything presented to him and to ask for help when he needs it. You then model the action, give him clear directions and the opportunity to try again - the opportunity to succeed on his own. When he has reached his goal, you confirm his success and reinforce that he has done well with what he was trying to do, "There, you did it! Good job." This is Intervention at it's finest.

Key Components of Intervention:

The following is adapted from Intervention - A Guide to Getting Started, (2002), Olson, J. (Ed.), A POPDB Publ., Richmond, BC.

There 4 main areas that a learner with deafblindness has a great deal of difficulty with. These areas are anticipation, motivation, communication and confirmation. Intervenors should keep these 4 key components in mind within all activities to ensure successful Intervention.

When planning for any activity, ask yourself these 4 questions:

a) How will I let the learner know what is about to happen? (Anticipation)

b) What’s in this activity for the learner? (Motivation)

c) How will I communicate with the learner in this activity, and what do I expect from the learner in terms of his expressive communication? (Communication)

d) How will I let the learner know when he is finished the activity and whether or not he has been successful? (Confirmation)

These 4 key components of any activity are so important when intervening with a deafblind learner, that each needs to be looked at individually.

Remember: Never act upon the learner without letting him or her know what is about to happen.

It is so important to remember that the learner with deafblindness often does not get enough information from the environment to be able to anticipate what is about to happen to him and around him. It is the Intervenor’s role to provide the learner with the information needed to be able to predict what is about to happen in both the immediate and distant future.

There are a number strategies we can use to help the person with deafblindness anticipate upcoming events. These include: routines, environmental cues, touch cues, object cues, pictures, line drawings, sign language, the spoken word, the printed word, trip books, calendar systems.

An example: When an Intervenor is introducing swimming, anticipation begins at school with swimming cues: the smell of a chlorine scented cloth, the touch of a bathing suit and towel, a trip book, all of which can be paired with sign and the spoken word, or Braille or print - whatever works for the person you support. Upon arrival at the pool we accentuate swimming and splash. Specific pool related activities such as fun on a slide can be added as the learner's experience broadens.

Motivation is also very difficult for a learner with deafblindness, because they do not receive the same feedback from the environment that a sighted hearing learner would receive. A sighted hearing learner is motivated to learn how to stack blocks so they can knock them over and see the blocks go flying and hear the crash as they fall. The only reason a learner with deafblindness would stack blocks is because we ask them to. Often the Intervenor is the motivator; the only reason the learner will attempt new activities is because they trust the Intervenor and want to please them. Eventually the activity itself will become the motivating factor, but initially it is the Intervenor that provides the motivation.

For this reason, it is so important that the learner and the Intervenor establish a trusting relationship with each other. In the beginning, taking the time to have fun together is critically important. This trust will grow over time and allow the child with deafblindness a secure and safe place to explore the world from.

As Intervenors, we ask ourselves why would the person with deafblindness want to be involved in this activity? Is there something in the activity itself that will be of interest to the person with deafblindness (ie. interesting textures, colours, sounds, movements, etc.), or does it need to be adapted in some way? Does this activity have meaningful to the individual? The answers to these questions can act as a guide to providing aspects of having fun, learning primary life skills, socializing, and many other goals. Providing sufficient motivation to engage the individual in any activity is essential to help reach your goals and lay the foundation for future learning.

Using the example of the pool, knowing the learner enjoys pool activities very much, introducing a small poolside slide is a natural progression, but how? Success can be achieved by small progressive steps, such as, being near the slide and feeling other children or peers sliding down, moving closer with every visit, sitting very close to the slide, being splashed, motioning with arms, splashing water up the slide, and, most of all, providing a lot of encouragement. In one specific example, while an individual close to the student assisted by wrapping their arms around the student from behind, the Intervenor kept their hands and upper body in contact with the student while they all slowly descended the slide. Starting just sitting at the end, the length of the motion of sliding down is slowly and progressively increased, all the time accompanied by the students laughter and their eyes and posture saying to the world, "Look at me, I can do this, it's fun!"

As Intervenors, we set the stage for learning through developing anticipation and motivating a learner, but to teach and have the student learn, we have to communicate effectively. So often, we tend to view communication as being primarily verbal; however, the majority of our communication occurs through our behaviour. Effective Intervenors will get to know their students intensely and learn to recognize the behavioural signposts, however subtle.

Without effective communication, the world is a locked box to a student with deafblindness, and if that is so, then it is the Intervenor who holds the key. An Intervenor can provide the reason for a student to communicate, motivating them to want to reach out. The informed learner makes decisions and choices, developing a degree of personal independence.

Communication is not a one way street. The Intervenor must also be attuned to the learner, and with a trained eye and receptive mind, to be able to recognize when the learner is attempting to communicate, however subtle that attempt may be. They must be prepared to follow the learner's lead and, if necessary, patiently wait before introducing a "next step". Consistency and establishing a routine are of utmost importance for a learner to create an environment of predictability and comfort.

Each step of introducing the slide, as in the example previously presented , is a method of communication from the comforting touch and supporting splash. When the student passes by the bright yellow slide during pool sessions, the Intervenor waits for an indication that the student wants to use the slide. An extended gaze towards the slide or a small full body movement motioning to the slide may be observed. This initiation could lead to gestures, signing and short verbalizations followed by sitting on the lower portion of the slide. The student is then confident enough to lean into outstretched arms and fall into the water.

In this particular case, the student has been provided with the recognition and communication tools to make their own decision about using the slide. In turn, the Intervenor, using hand under hand action, finds that a simple smile means "I'm ready to go”.

Communication Tips:

• Communication is the key to all other aspects of learning and living. The importance of this area cannot be over-emphasized.

INTERVENTION = INFORMATION = COMMUNICATION

• Communication is what Intervention is about. Conveying information is done through communication. Teaching the learner to express themselves is how we know if the message has been received, and is the most important thing we can teach a child with deafblindness. Communication is power - the power to be able to express your wants and needs successfully, to be understood and to understand, and to be responded to. Developing expressive communication is our ultimate goal.

• Communication flows through all areas of the Key Components and never stands in isolation.

• Communicate in a way the learner can understand using a variety of communication techniques to get the message across.

• As an Intervenor your role is to be there to receive all attempts at communication and to respond accordingly. Example - An Intervenor is busy chatting with a colleague, and not paying attention to the child. The child signs drink for the first time; the Intervenor misses it and does not respond. The child is not reinforced and decides that there is no reason to communicate. Why bother trying again? An opportunity has been missed because the Intervenor was not there for the child.

• Help the learner expand their experience with the world whenever possible, label new things in the environment, expanding vocabulary.

• Be aware of the cues you are sending. Be aware of how your cues may be misinterpreted.

Example: You are walking down the hall with a deafblind child holding your arm, and someone shouts your name. You jump in a startled manner. The child has no way of knowing what happened unless you stop take them over to the person, introduce them and explain you were reacting to this person not to anything the child has done.

• Ensure that all of the necessary equipment is in good working order (hearing aides, F.M. systems, glasses, communication devices). This equipment helps to open up the world for the child with deafblindness. If it is not working access to information is compromised and further limited.

It is difficult for a learner with deafblindness to know what the results of their actions are on the world around them, when they are unable to get sufficient feedback through their distance senses. One very important aspect of Intervention is providing this feedback to the learner.

A sighted, hearing child sees and hears the glass break when the ball he has thrown hits it. He sees and hears his mother's reaction. He is able to make an immediate connection to the impact his actions had on the vase, on his mother, and on the results of his actions. When a child with deafblindness throws the ball, he has no idea what happened to it. All he knows is that it is no longer there. The results of his actions are irrelevant unless someone takes him to the mess and explains it to him, and he gets to feel his mother's face and feel the tightness in her muscles.

In much the same way, the child with deafblindness will not receive positive information about the things they have been successful with. He doesn't see Dad smile at him with love in his eyes. He doesn't hear the tone of the Intervenor's voice when told what a great job he has done. Positive results propel us forward, and/or help us want to repeat an activity. Persons with deafblindness may have no idea if they have been successful or even if an activity is finished. They need their Intervenors to give this information in a very concrete way, because the student may not get enough information to know when an activity is over, or whether they have been successful in their attempts or not.

All progressive stages, from anticipation through to the conclusion of an activity provide opportunities for confirmation and feedback about the results of the individuals actions on the world around them.

Examples of Excellent Intervention - Video Clips

Information Sharing • Shaun at Shop • Intervenor - Christine

Click on the picture to see the video

Intervention in Adult Services - Bonnie