Full Description
This volume presents research on the assessment and intervention of communication in people who are deafblind, based on the most important studies of the last two decades, with topics from the fields of both congenital and acquired deafblindness. An overview of the latest interdisciplinary research is provided, bridging the gap between theory and practice to support the knowledge base of educators (including teachers, support workers, parents, educational psychologists, students, therapists, and rehabilitation workers) and other professionals, along with deafblind people themselves.
With over sixty contributors, this volume records the latest work of recognized researchers and practitioners across the fields of deafblindness, as well as offering contributions from authors living with deafblindness, and parents of individuals with deafblindness. Divided into six sections, the themes covered include: identification and genetics of deafblindness; assessment; social interaction and behavior; communication, development, and interventions; dialogical approaches in communication; and tactile communication and language.
Communication with People who are Deafblind aims to transform and describe international, interdisciplinary research findings, theoretical models, and concepts into valuable implications for educational and rehabilitation practice, and to stimulate new research in this field.
Contents
Marleen J. Janssen, Timothy S. Hartshorne, and Walter Wittich: Introduction
Section 1. Identification and Genetics of Deafblindness
1: Saskia Damen, Jesper Dammeyer, and John Ravenscroft: Identification Practices of Children and Adults with Deafblindness in the Netherlands, Denmark, and Scotland
2: Kim D. Blake and Angela Arra: Identification of CHARGE Syndrome
3: Audrey L. Widner and Donna M. Martin: Genetics of Deafblindness
Section 2. Assessment
4: Susan M. Bruce, L. Beth Brady, and Tracy Evans Luiselli: Assessment of Communication in Learners who are Deafblind
5: Marleen J. Janssen, Catherine Nelson, Saskia Damen, and Trees van Nunen: The van Dijk Approach of Child Guided Strategies for Assessment and Intervention
6: Erika Pranger-Boers: Dynamic Assessment
7: Charity Rowland, Emily D. Quinn, Alexandria Cook, and Deirdre Galvin-McLaughlin: Using the Communication Matrix to Evaluate and Facilitate Expressive Communication in Children who are Deafblind
Section 3. Social Interaction and Behavior
8: Marga M.A.W. Martens: Fostering Affective Involvement and Positive Emotions in Individuals with Congenital Deafblindness. An Intervention Model for Training Communication Partners
9: Timothy S. Hartshorne: Challenging Behavior in CHARGE Syndrome
10: Catherine Nelson and Sarah Ivy: The Relationship between Stress and Challenging Behavior in Children who are Deafblind
11: Kitty A. Bloeming-Wolbrink: An Intervention Program on Interaction and Bodily Emotional Traces
12: Meredith Prain: Let's Connect: Social Interaction, Research, and Support of Adults with Congenital Deafblindness
Section 4. Communication, Development, and Interventions
13: Deborah Chen: Young Children who are Deafblind: Implications for Practitioners
14: Andrea Wanka: Communication Development in Children with CHARGE Syndrome
15: Marleen J. Janssen, Saskia Damen, and Kirsten Wolthuis: Interventions to Improve the Quality and Development of Intersubjective Communication
16: Susan M. Bruce: Colby's Growth to Language and Literacy: a Longitudinal Case Study of a Young Man who is Congenitally Deafblind
17: L. Beth Brady: Measuring Multimodal Classroom Environments of Deafblind Learners
18: Chiara Filippini, Patrizia Ceccarani, Pawlos Kassu Abebe, Akhil Paul, Uttam Kumar, Atul Jaiswal, Hiroyuki Sugai, Yoshimi Tsuchiya, and Yi-Tun Tseng: International Perspectives and Local Communication Contexts in Italy, Ethiopia, India, Japan, and Taiwan
Section 5. Dialogical Approaches to Communication
19: Anne V. Nafstad, Marlene Daelman, Inger Rødbroe, Ingrid Axelhed, Sanne Brink, Pia Haugaard, Sofi Malmgren, and Håkon Lie: Communicative Relations and the Authentic Communication of Persons with Congenital Deafblindness
20: Marlene Daelman, Paul G. Hart, Marleen J. Janssen, Anne V. Nafstad, Ivana Markova, and Jacques Souriau: Dialogical Dimensions in Communication
21: Anstein Gregersen and Anne V. Nafstad: Multiparty Conversations, Mutual Recognition and Congenital Deafblindness
22: Håkon Lie: Improvisation and Communicative Agency: Contribution of an Improvisational Model to the Analysis of Communicative Agency of a Person with Congenital Deafblindness
Section 6. Tactile Communication and Language
23: Lisa van der Mark: Protactile in Europe: The Experiences of Deafblind Signers in Cross-Linguistic Settings, Including a Protactile Training
24: Saskia Damen and Marianne Rorije: Supporting the Communicative Agency of Individuals with Congenital Deafblindness in the Tactile Modality
25: Jesper Dammeyer and Madeleine Chapman: Tactile Language Development in Children with Congenital Deafblindness: Possibilities and Impossibilities
26: Riitta Lahtinen and Russ Palmer: The Application of Social-Haptic Communication: Haptices and Haptemes with Acquired and Congenitally Deafblind People
27: Shimako Iwasaki, Meredith Bartlett, Howard Manns, and Louisa Willoughby: Sensorial Participation and Recipient Actions in Deafblind Signed Interactions
28: Eli Raanes: The Differences Between Sign Language Interpreting and Tactile Sign Language Interpreting
29: Johanna Mesch, Sílvia Gabarró-López, and Eli Raanes: The Use of Sign Space by Deafblind Signers
