VIDBE-Q Volume 65 Issue 1
visual, auditory, and tactile characteristics of each environment and their
potential impact on the learner; and use caution when identifying additional
disabilities because the diagnostic criteria for the additional disability may
not be appropriate for children who are deafblind (Bruce, Luckner and
Ferrell, 2018; Ferrell, et al., 2014; Geenens, 1999; Nelson, Bruce, &
Barnhill, in press; Nelson, van Dijk, Oster, & McDonnell, 2009).
Communication
Communication development is central to educational programming
for children who are deafblind. Communication intervention is highly
individualized and occurs in the context of daily activities in their natural
contexts (Bruce & Borders, 2015). Van Dijk's child-guided approach has
been adopted internationally with emphasis on the establishment of trusting
relationships, anticipatory and memory strategies, coactive movement
routines, and dialogues (Janssen, Riksen-Walraven, & van Dijk, 2003;
Parker, McGinnity, & Bruce, 2012). Ferrell et al. (2014) identified the
following EBPs in communication, specific to deafblindness, that have a
moderate level of evidence: application of the systematic instructional
approach to increase the child's rate of expressive communication,
increase vocabulary, and increase the variety of intents/functions
expressed; tangible representations/symbols as a communication form for
