VIDBE-Q Volume 65 Issue 1
heterogeneity, it is often impossible to construct experimental designs that
are associated with higher levels of evidence.
Early identification
Early identification is essential to providing appropriate augmentation
of hearing and vision and individually appropriate early educational
programming (Anthony, 2016; Parker, McGinnity, & Bruce, 2012). Early
identification requires professionals to identify the vision and hearing
losses, and to understand the eligibility criteria for identification of
deafblindness, including that most children who are deafblind have some
functional vision and/or hearing and additional disabilities. EBPs in early
identification and early intervention are at the emerging level of evidence
(relying primarily on professional literature) and include: the need for early
identification and intervention to reduce the impact of deafblindness on
development, the role of collaborative teams to develop highly
individualized programming, supporting caregivers to improve
responsiveness, establishing predictable routines in the home, and adults
providing responses that are contingent on the child's performance (Ferrell,
et al., 2014).
