Division on Visual Impairments

VIDBE-Q 69.2 SPRING 2024

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 69 Issue 2 intervention. Two symbols are presented at a time on the display (APH All-in-one Board) and the arrangement is changed (horizontally, vertically, or diagonally) for each trial. 1. *CP physically guides the learner's hands to touch each symbol (again, be mindful of quality of touch. Symbols should be named and shown from top to bottom and left to right.) The learner gets brief access to each item. 2. *CP entices the child with referents simultaneously, using multisensory cues. 3. The symbol is exchanged for the corresponding item. 4. CP provides social praise when the learner asks for the reinforcer and no reaction when they ask for the distractor. 5. When the learner exchanges the symbol for the distractor item, a four-step error correction procedure is used. The learner should reject the distractor item, so the CP uses physical guidance to show them the symbol for the highly preferred item, prompt them through the exchange, provide social praise but not the item, distract the child from the task, then repeat the trial. Phase 3B Procedures Purpose: Learners are taught to discriminate between up to six tangible symbols representing preferred items. Since we don't know which item the child truly

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