- Selected Topics
- What is Deaf-Blindness
- Definitions of Deaf-Blindness
- Causes of Deaf-Blindness
- National Child Count & Demographics
- Communication Overview
- Early Communication
- Prelinguistic Communication
- Object Communication
- Symbolic Communication
- Sign Language
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
- Identification & Referral
- Early Intervention
- Assessment Overview
- Assessment Tools and Instruments
- Alternate Assessment
- Program Planning
- IEP Development
- IDEA (Individuals with Disabilities Education Act)
- Assistive Technology
- History of Deaf-Blind Education
- Self Determination
- Person Centered Planning
- Postsecondary Education
- Independent Living
- Customized Employment
- Sex Education
- Adult Services
- Intervener Services
- Support Service Provider
- Personnel Development & Training
- Interpreting for Deaf-Blind Individuals
- Interpreting for Deaf-Blind Individuals - Annotated Bibliography
- Training Resources
- Family Resources
- Personal Narratives - Family Stories
- Personal Narratives
- Art & Writing
- Cochlear Implants
- Functional Hearing
- Functional Vision
- Sensory Integration
- Central Auditory Processing Disorder/Auditory Neuropathy
- CHARGE Syndrome Webcasts and Presentations
- CHARGE Syndrome
- Congenital Rubella Syndrome (CRS)
- Cortical Visual Impairment
- Retinal Degenerative Disease
- Usher Syndrome
- Applications of Technology
- Research to Practice
- Topical Overviews
- Practice Perspectives
- Tools For TA
- Information Packets
- Deaf-Blind Perspectives
- Webinar Recordings
- NCDB eNews
- Archived Webinars
Social Skills Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: firstname.lastname@example.org
2009 Texas Symposium on Deafblindness: Purpose, Satisfaction and Joy in the Lives of Students with Deafblindness and the People Who Care, February 12-14, 2009 Austin. TX: Texas Deafblind Project. (2009) The 2009 Texas Symposium on Deafblindness was sponsored by The Texas Deafblind Project at the Texas School for the Blind and Visually Impaired. This folder contains handouts from the symposium. Some of the topics included- communication, general curriculum, orientation and mobility, family issues, and CHARGE Syndrome, social interactions, assessment, personal stories, and more. Available on the web: http://www.tsbvi.edu/component/content/article/106-quarterly-issues/2663-purpose-satisfaction-and-joy-in-the-lives-of-students-with-deafblindness-and-the-people-who-care-
Being Happy in Our Own Skin --Nordenfelt, Mea. DBI REVIEW, #40, July-December 2007, pp. 10-13. (2007) This article describes the development of mutual experiences through music, dance, movement and body action. It describes a project which aims to explore possibilities for contact, social interaction and communication.
Better Together: Building Relationships With People Who Have Visual Impairment and Autism Spectrum Disorder (or Atypical Social Development) --Hagood, Linda. Austin: Texas School for the Blind and Visually Impaired. (2008) This manual is intended to provide teachers, parents, paraprofessionals, and therapists with a relationship-based approach to teaching social skills to individuals who have dual diagnoses that include visual impairment and autism or Asperger's disorder. The ideas may also be helpful for teaching visually impaired people who have other types of atypical social development such as anxiety disorders, oppositional defiant disorders, or obsessive compulsive behaviors. The book provides a systematic scope and sequence of relationship-based goals and objectives, as well as examples of activities and strategies for teaching the objectives. It includes an introduction to autism spectrum disorders in individuals with visual impairments; specific curricular suggestions and instructional units; and a section addressing common problems including echoed speech, tolerating change, isolation, and mannerisms and self-stimulation. Available from Texas School for the Blind and Visually Impaired, 1100 W. 45th St.,Austin, TX 78756. Phone: 512-206-9427. Publisher's web site: www.tsbvi.edu
Communication and Congenital Deafblindness: II. Contact and Social Interaction --Janssen, Marleen; Rodbroe, Inger. Denmark, The Danish Resource Centre on Congenital Deafblindness (VCDBF) and Viataal, The Netherlands. (2007) This is the second of four booklets on congenital deaf-blindness and communication. This booklet describes interactions and early communication with deafblind people, the promotion of social relationships, and the extension of early one-to-one social relationships to external objects and events. It includes in-depth information on early interactions, which have been described as "conversations with bodies," and is a process by which people can understand each other without formal language using communication that consists of emotional bodily expressions, tactile cues, muscles tension, postures, natural gestures, and sounds. This booklet also covers bodily emotional traces, a theory that addresses the impact of highly emotional experiences on communication and learning. To order, contact email@example.com.
Communication Opportunities for Students With Deafblindness in Specialized and Inclusive Settings : A Pilot Study --Correa-Torres, Silvia Maria. RE:VIEW, vol. 39, #4, Winter 2008, pp. 197-205. (2008) Many students with deafblindness now are educated in less restricted educational environments with their hearing and sighted peers. However, that less restricted education setting does not guarantee deafblind students opportunities for communication and social interactions. The author observed 4 students with deafblindness and gathered information related to their opportunities for communication and social interactions in their educational settings. Results of this pilot study offer insights into the frequency of social interactions among students with deafblindness, their hearing and sighted peers, and adults in different education settings.
Deafblindness, Ontological Security, and Social Recognition --Danermark, Berth D.; Moumllle, Kerstin. INTERNATIONAL JOURNAL OF AUDIOLOGY, Vol. 47, #S2 November 2008 , pp. S119-S123. (2008) Trust, ontological security, and social recognition are discussed in relation to self-identity among people with acquired deafblindness. To date the phenomenon has not been elaborated in the context of deafblindness. When a person with deafblindness interacts with the social and material environment, the reliability, constancy, and predictability of his or her relations is crucial for maintaining or achieving ontological security or a general and fairly persistent feeling of well-being. When these relations fundamentally change, the impact on ontological security will be very negative. The construction of social recognition through the interaction between the self and others is embodied across three dimensions: at the individual level, at the legal systems level, and at the normative or value level. The relationship between trust and ontological security on the one hand and social recognition on the other hand is discussed. It is argued that these basic processes affecting personality development have to be identified and acknowledged in the interactions people with deafblindness experience. Some implications for the rehabilitation of people with acquired deafblindness are presented and illustrated.
Developing Psycho-Social and Psychotherapeutic Support that Will Help Deafblind Clients to Break the Isolation --Hassinen, Leena; Loukola, Eeva. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is brief two page summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes services in Finland provided by The Service Foundation for the Deaf that focus on developing psycho-social and psychotherapeutic support that will help deafblind clients in breaking through isolation.
Developing Social Awareness with the School-Age Child with Deafblindness --Harris, Gerald; Macintosh, Sheila. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the importance of an intervenor in social intervention in the life of any child growing up with deafblindness.
The Development of Social/Sexual Skills : Preparing Students to Succeed in School and Beyond --Belote, Maurice. Austin, TX: Texas Deafblind Project. 2005 Texas Symposium on Deafblindness. (2005) This article describes the importance of sex education for all students. It is especially important for those with hearing and vision impairment who who do not have access to information through incidental learning. Barriers that impede the development of sex education programs, and solutions are identified. A skeletal outline for a sex education program for all students is provided. A list of resources is also included. Also includes a reprint an article from See/Hear that describes strategies for minimizing the risk of sexual abuse among persons with disabilities. Strategies include starting to discuss issues of sexuality at a young age, knowing people who interact with your child, teaching abuse prevention skills in a generalized manner, teach terminology including slang and respect privacy and insist that others do so too. Also suggest teaching appropriate behaviors and putting relevant goals in the IEP.
Encouraging Reciprocity in Interaction Between Deafblind People and Their Partners --van den Tillaart, Bernadette. DBI REVIEW, vol 25, January-June 2000, pp. 6-8. (2000) Social connections based on reciprocal interactions are important for all people, but the ability to interact in a reciprocal way is often difficult for deafblind people because of their sight and hearing impairments. In this article, the author describes a program to train new teachers at the Rafael school (the deaf-blind department at the Instituut voor Doven in the Netherlands) to develop reciprocal interactions with deaf-blind students.
Friendship: What's the Real Problem? --Tashie, Carol; Rossetti, Zach. TASH CONNECTIONS, vol. 30, #1/2, January/February 2004, pp. 35-37. (2003) This article describes the importance of developing friendships among children with and without disabilities. Describes how sometimes the system of inclusion can isolate and separate children from forming friendships. Discusses how true friendships form, the advantages and disadvantages of friendship clubs. Describes ways in which a parent or teacher may help facilitate true friendships among peers.
Hands-On Learning at Home: A tool for examining cognitive and social skills through interactions with objects --Rowland, Charity, Ph.D.; Schweigert, Philip, M.Ed. Portland, OR: Design to Learn Products. (2003) Designed to assess the cognitive skills of nonverbal children as demonstrated through their interactions with the physical environment to promote cognitive and social skill development. The instrument contains 39 skills organized into four strands: Obtaining Objects, Practical Uses, Representational Uses, and Social Uses. Available from Design to Learn, OHSU, Oregon Institute on Disability & Development, 1600 SE Ankeny St., Portland, OR 97214. Phone: 888-909-4030 (Voice/TTY). Publisher's web site: http://www.designtolearn.com
In the Hands of the Other: Social Interaction by Touch --van den Tillaart, Bernadette. Austin, TX: Texas Deafblind Project. 2007 Texas Symposium on Deafblindness. (2007) A presentation from the 2007 Texas Symposium on Deafblindness.
Independent and Social Living with Usher Syndrome - I Do It --Cloutier, Danielle; Lachance, Jean-Paul. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation is a case study of a 58 year old woman with Usher syndrome.
Interaction Training at Texas School for the Blind & Visually Impaired --Axelrod, Craig; Conline, Kim; Smith, Tish. Austin, TX: Texas Deafblind Project. 2005 Texas Symposium on Deafblindness. (2005) The paper contains: a comparison of typical social development of an infant to the development of child who is deafblind; summary of recent research about interactions with students who are deafblind; statements about relationships, interactions and routines; identifies components of the interactive context with charts; a case study; analysis of interaction problems and possibilities and references.
It's Only Natural: Interveners & Natural Supports for Learners with Deaf-Blindness --Hartmann, Liz. CA: California Deaf-Blind Services. reSources, Winter 2006, Vol 12, #2, pp. 5-7. (2006) This article addresses the complex issue of providing support to a student who is deaf-blind without inhibiting the student's ability to assert independence and to interact with others in the environment. Interveners have skills that enable them to know when to support and when to step back. Related research and additional resources are referenced. Available on the web: http://www.sfsu.edu/~cadbs/Winter06.pdf
Learning to Learn: a Systematic Child-Centered Model Skill Development in Young Children Who are Deafblind: Final Report --Rowland, Charity, Ph.D.; Schweigert, Philip, M.Ed. Portland, OR: Oregon Health & Science University. (2005) This final report describes activities and accomplishments of a five-year federally supported project to develop a seamless model of skill development for young children (ages 3-8) who are deafblind. The instructional model addresses the fundemental skills necessary to understand and master the social environment (social interaction, pre-symbolic communication and symbolic communication) and the physical environment (manipulating objects and negotiating obstacles and barriers that arise at home, in class and in the community). The instructional content consists of the social, communicative and concept development skills needed to interact with the social and physical environments. The outcome is understanding of the social and physical environments such that the child can take in the new information, respond to it and act on it appropriately. The instructional approach is individualized so that intervention harnesses the instrinsic motivations of each child in the pursuit of learning. The instructional approach is systematic so that families and professionals understand how learning unfolds and how intervention plans relate to the child's current skills and support the development of new skills. Learners include not just the child, but family members, who need to understand the child's behavior and how the home environment influences learning; and professionals who need to understand how the social and physical make-up of a classroom influence the child's ability to learn. It involved sites in Oregon, Washington, Texas and California. Final products associated with the project are included in the appendix. Available on the web: http://www.designtolearn.com
The Nature of the Social Experiences of Students with Deaf-Blindness Who Are Educated in Inclusive Settings --Correa-Torres, Silvia M. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 102, #5, May 2008, pp. 272-283. (2008) This qualitative case study investigated the nature of social experiences and opportunities for communication among 3 students (ages 7, 7, and 9) who are deaf-blind, their sighted peers with no hearing loss, and adults in inclusive settings. Strategies used by adults to promote interaction were also observed. Implications and suggestions for future research are provided.
Negotiating Social Relationships: College Students who are Deafblind --Arndt, Katrina. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes a research to practice review of findings from a qualitative interview study and includes the coping strategies of college students who are deafblind used to navigate social relationships. These strategies are reviewed and implications for practice discussed.
Our Space - Building an Online Community for Deafblind People --Damsma, Phia; Mcgill, Joff; Norgaard, John; Jones, Rob. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the aim of this joint project to provide all members of Sense with the choice to create a personal homepage so they can share information about themselves with other members of Sense, within a protected online community.
School's Out! Social Inclusion and Integration --Mackie, Lorna. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is the text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. The presentation describes three case studies and the challenges of integrating individuals who are deafblind in a meaningful way in society.
Social Pathways for Individuals Who Are Deafblind --Petroff, Jerry G. Ph.D.; Creegan, Patricia. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes a small pilot study on the composition of social networks of children who are deafblind.
Social Recognition, Participation, and the Dynamic Between the Environment and Personal Factors of Students with Deafblindness --Moller, Kerstin; Danermark, Berth. American Annals of the Deaf, Spring 2007, Vol. 152, No. 1, 42-55. (2007) The study describes environmental and personal factors that, from the student perspective, impede participation in education in secondary upper schools by students with postlingual deafblindness. The discussion is framed by the International Classification of Functioning, Disability, and Health. The researchers use the theory of social recognition as a theoretical tool in understanding the dynamics between personal factors and environment in the context of secondary upper-school education. Thirty-four students with deafblindness responded to a questionnaire; the survey's findings indicate experiences of barriers in the natural and social environments that restrict participation. Experience of considerateness - such as concern for the special requirements of students with deafblindness - and experience of the lack of considerateness are the most important factors. Negative roles adapted by some students for themselves may be interpreted as resulting from a lack of recognition, in the form of denigration or insults.
Supporting Deafblind Children in Accessing Their Community --Fletcher, Jenny. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation outlines the Deafblind Guidance Legislation, how it came about and processes of assessment and supporting children following their assessment to ensure social inclusion.
Teaching Social Skills to Students with Multiple Disabilities --Wolffe, Karen E.; Silberman, Rosanne K. New York: AFB Press. Teaching Social Skills To Students With Visual Impairments: From Theory to Practice. (2006) Providing intervention strategies to support and enhance social skills in children and youth with visual impairment, this chapter emphasizes the practical application of teaching social skills to students with multiple disabilities. The chapter covers topics such as intervention categories, learning styles, basic principles, social skills and early intervention, social relationships and communication, techniques for structuring the development of interactions, fostering social interactions in the school setting, and roles for peers without disabilities.