VIDBE-Q Volume 65 Issue 2
65
A primary aim of this tool is to connect the results of previous research on
biobehavioral states with the myriad promising practices from the field of
education for children and youth with deafblindness. The Guidelines for
Recommendations page (Russell, p. 7) includes many areas to consider for
potential intervention, from changes to the biophysical management plan and the
student's schedule, to the use of specific communication techniques such as touch
cues, name cues, tangible symbols, and strategies promoting active learning. In
order for the results of biobehavioral assessment to effectively impact intervention,
it is essential that the collaborative team possess a strong skill set in both
responsiveness and affective involvement (Martens et al., 2014) and in the use of
"shared forms of communication" between the communication partner and the
student who uses unconventional or presymbolic forms of communication (Bruce,
2003).
All of these evolving approaches emphasize the critical need for ongoing
training of educational teams, including paraprofessionals and interveners, in
research-based and promising practices that may support a child's increased
availability for learning. The Open Hands, Open Access (OHOA) Deaf-Blind
Intervener Modules (NCDB, n.d) cover extensive content areas in deafblindness,
and include an entire training module on Availability for Learning. Availability for
Learning remains a critical area of need for students with multiple disabilities and
