VIDBE-Q Volume 65 Issue 1
limited communication skills (and the associated frustration), the
environment (both physical and social, including the responses of others),
sensory sensitivities and needs, anxiety, and characteristics of a specific
syndrome (Hartshorne, Stratton, Brown, Madhavan-Brown, & Schmittel,
2017; Hartshorne & Schmittel, 2016). There is a moderate level of evidence
for the impact of deafblindness on behavior and for the application of
behavioral principles (such as differential reinforcement of other behaviors,
contingency awareness, and token economies) in behavioral intervention.
Other EBPs are at the emerging level, although they have been more
extensively researched with other disability populations, including: identify
reason for unacceptable behavior through functional behavioral
assessment, teach communicative behaviors to replace unacceptable
behaviors, and knowledge of how changes in the curriculum, environment,
and adult responses to unacceptable behaviors may positively impact
child's behavior (Ferrell, et al., 2014).
Transition
Transition planning should be based on a vision of what constitutes a
quality of life for the individual who is deafblind, including aspects such as
residence, relationships, community engagement, work, leisure, medical
and physical needs, and finances (Zatta & McGinnity, 2016). Petroff,
