Parents' Perceptions of Siblings' Interactions with Their Brothers and Sisters Who are Deaf-Blind

This study surveyed parents' perceptions of relationships between siblings and their brothers and sisters with deaf-blindness. Parents' responses to a questionnaire were used to examine parents' perceptions of the types of interactions and interaction difficulties found between siblings and their brothers and sisters with deaf-blindness. In addition, parents shared their perceptions in the areas of communication, visual and auditory adaptations, orientation and mobility, and inclusion. The data indicate that relationships between siblings in this study consisted of unequal roles between siblings and their brothers and sisters with deaf-blindness, with siblings primarily taking on a helping role. According to parents, unique modifications needed to effectively interact with individuals who are deaf-blind were not typically being implemented by the siblings in this study.

Initiating requests during community-based vocational training by students with mental retardation and sensory impairments

Students with mental retardation and deafness or deaf-blindness often need some type of communication system to communicate effectively with communication partners during community-based vocational training. However, students may need specific training to learn how to initiate requests for items or assistance, a skill identified as critical for job success. Students were taught to initiate requests using dual communication boards and gestures. Data were recorded on student performance using a multiple-baseline probe design in which data were collected during baseline, intervention, and generalization phases. Students were able to initiate requests with 80% to 100% accuracy with the communication system at vocational sites. Training students to initiate requests may need to be targeted when students are first learning a job, as this is when most naturally occurring opportunities exist.