VIDBE-Q 2026 Volume 71 Issue 3
provide adequate attention to the student to not miss or ignore a performance
attempt. Providers can also increase understanding by informing students about
duration and quantity expectations by reviewing accomplishments and products
developed. Processing time and wait time may be needed to elicit a movement
response from students who are deafblind. Educators should present a request
and then step back and wait for the student to initiate movement, then feedback
can be provided. However, allow some time for trial and error before
intervention to promote the students' exploration and discovery. This can also
provide a great opportunity to instruct on self-advocacy skills such as
requesting help or asking for clarity. Presenting information on spatial aspects
of a task to a student who is deafblind can increase their cognitive mapping of
where they are located in regard to others or objects. To provide this type of
confirmation, observe the student closely and acknowledge immediate attempts
of gaining more information by expanding or providing clarity. This can be
accomplished by providing information as to where the equipment is located
within the space or identifying who is around the student. Depending on the
student's preference, confirmation and feedback can occur on the student's
hand or back or be provided in their preferred mode of communication. It is
important throughout and at the end of a session to review all that was
accomplished or performed.
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