Understanding the Importance of the Partner in Communication Development for Individuals With Sensory and Multiple Disabilities

Abstract

Consider this: Communication is not just about the means of expression! Too often we see the focus of intervention placed on some symbolic form without consideration for the child's understanding of the purpose of communication. This may be particularly true for children with sensory and multiple impairments. Sensory impairments limit many of these learners' access to partners and topics for communication. Additional disabilities may further restrict their means of communication due to cognitive, motor, and or sensory challenges that could hinder our ability to detect and respond to their attempts to engage their world. In this paper, I will focus on such learners and propose a broadened perspective of communication intervention especially as it relates to the development of a pre-symbolic foundation.

Sign Language, Speech, and Communication Repair Abilities by Children with Congenital Deafblindness

“…These children have fewer opportunities to practice communication and they lack access to naturally occurring social cues, the actions of others, and information about context (Bruce, Godbold, & Naponelli-Gold, 2004;White, Barrett, Kearns, & Grisham-Brown., 2004). These challenges are compounded when children have preintentional, presymbolic, or idiosyncratic behaviors that may not be easily interpreted by their communication partners and thus are not reinforced within socially contingent reciprocal activities (Schweigert, 2012).There are many reports that identify the communication of persons with deafblindness. These reports are descriptive in nature, highlighting comprehension, gesture development, communication actions (that is, forms) and purposes (that is, functions), and the collection of verbal skills.…”

Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities

“…Furthermore, many persons with PMD present with very little or no speech and seemingly little understanding of language. The lack of responsivity and limited speech and language skills are likely to severely limit their social interactions with others and engagement in meaningful activity (Arthur, 2004;Atkin & Lorch, 2014;Belva, Matson, Snipes, & Bamburg, 2012;Greathead et al, 2016;Kaiser & Goetz, 1993;Maes et al, 2007;Nakken & Vlaskamp, 2002;Samuel & Pritchard, 2001;Schweigert, 2012;Siegel-Causey, Ernst, & Guess, 1989).…”

“…An additional type of impairment that may be found in individuals with PMD is severe to profound hearing and/or vision impairment (Brady & Bashinski, 2011;Evenhuis et al, 2001;Maes et al, 2007;Nakken & Vlaskamp, 2002;Schweigert, 2012). Severe to profound hearing and/or vision impairment could further reduce or limit an individual's capacity to learn and engage with their environment (Brady & Bashinski, 2011;Maes et al, 2007;Vlaskamp et al, 2003;.…”

“…As noted before, limited speech and language development could be seen as characteristic of persons with PMD. This deficit reduces the person's ability to express wants and needs, initiate and maintain social interactions, and more generally become socially close to others and connect with others (Atkin & Lorch, 2014;Bretherton & Bates, 1979;Calculator, 1988;Downing & Siegel-Causey, 1988;Light, 1997) In this way, limited speech and language development could be seen as having a significant negative impact upon quality of life (Beukelman & Mirenda, 2005;Schweigert, 2012;Sigafoos et al, 2006;Warren, Yoder, Gazdag, Kim, & Jones, 1993). Communication can be described as an exchange of information from a speaker to one or more listeners to influence their physical or verbal behaviour (Bates & Dick, 2002;Bretherton & Bates, 1979;Keen, Sigafoos & Woodyatt, 2001;Oller, Eilers, Neal, & Schwartz, 1999;Schweigert, 2012;Skinner, 1957).…”

“…This deficit reduces the person's ability to express wants and needs, initiate and maintain social interactions, and more generally become socially close to others and connect with others (Atkin & Lorch, 2014;Bretherton & Bates, 1979;Calculator, 1988;Downing & Siegel-Causey, 1988;Light, 1997) In this way, limited speech and language development could be seen as having a significant negative impact upon quality of life (Beukelman & Mirenda, 2005;Schweigert, 2012;Sigafoos et al, 2006;Warren, Yoder, Gazdag, Kim, & Jones, 1993). Communication can be described as an exchange of information from a speaker to one or more listeners to influence their physical or verbal behaviour (Bates & Dick, 2002;Bretherton & Bates, 1979;Keen, Sigafoos & Woodyatt, 2001;Oller, Eilers, Neal, & Schwartz, 1999;Schweigert, 2012;Skinner, 1957). It requires a dyadic relationship between the speaker and the listener and demands that: (a) the communicative message sent from the speaker is able to be recognised as a meaningful or intentional communicative act by the listener, (b) that the listener acknowledges the speakers message, and responds in the appropriate way, and (c) that the desired outcome for the speaker is achieved (Calculator, 1988;Arthur-Kelly et al, 2007;Kaiser & Goetz, 1993;Siegel-Causey, Ernst, & Guess, 1989;Sigafoos et al, 2006;Yoder & Warren, 2001).…”