Compared were the Adaptive Behavior Scale (ABS) and a modified version of the ABS (which allowed alternative methods of communication such as sign language) with 134 deaf-blind persons, three to 30 years old. Among results were that alternative communication methods had no effect on nine of 10 ABS domains. (Author/MC)

To determine the auditory acuity levels and responsiveness of seven deaf blind multihandicapped young children, the authors developed systematic observation procedures that can be used by parents, teachers, and teacher aides. The advantages of this approach and suggestions for further work are described. A case study is reported. (Author)

Analysis of questionnaires completed by 195 teachers of deaf blind children indicated that speech, signs, gestures, and writing were the primary communication methods most frequently employed. Possible reasons for the teachers' disproportionate use of speech are considered. (CL)

The authors describe how the "I CAN" physical education program, an individualized instructional management system for developing skills, associated concepts, and social growth in handicapped children, was adapted for use with deaf blind children (5 to 21 years old) at the New York Institute for the Education of the Blind. (SBH)

A description of 14 communication systems used by the deaf blind is provided. (PHR)

This article presents a diagnostic intervention model as a guide for designing and conducting interventions to foster harmonious interactions between deaf-blind children and their educators in various settings and explicates its theoretical and empirical foundations. The model includes a stated purpose, intervention principles, and a five-step…

This document is the approved position paper on recommended assessment procedures for multi-handicapped deaf students, as adopted by the Conference of Educational Administrators Serving the Deaf on April 28, 1988. Recommendations cover initial assessment, follow-up routine assessment, and the in-depth diagnostic/prescriptive program. (Author/PB)

This article reports evidence that only about six percent of teachers who work with students who are deaf-blind have specialized training in the field. It identifies 10 programs preparing teachers in this field and stresses the critical need to train more teachers to meet the unique needs of these students. (DB)

This study evaluated the relationship between the play behaviors of 18 deaf blind children (aged 3-12) and their communication skills using the Play Assessment Scale and several multidomain developmental checklists. Results revealed that behaviors observed during play assessment were highly related to ratings of receptive, expressive, and…

This study attempted to validate the effectiveness of the Intervener Service Model, which provides the services of a paraprofessional (called an intervener) to families of young children who are deaf-blind. The intervener provides auditory, visual, and tactile stimulation and helps the child develop interaction behaviors. Quantitative and…

This article examines factors influencing the provision of high-quality services to individuals who are deaf-blind. Various definitions of this population and the unique challenges in serving them are addressed, as are transitional services, gaps in services, the importance of interagency collaboration, and components of a successful service…

A survey of parents of 36 children with deaf-blindness found that relationships between siblings consisted of unequal roles, with siblings primarily taking on a helping role. According to parents, unique modifications needed to interact effectively with individuals with deaf-blindness were not being implemented by the siblings. (Author/CR)

Presents photos featuring students from the Perkins School for the Blind (Massachusetts) reprinted from "School," a book by photographer Nicholas Nixon and psychiatrist Robert Coles. Coles says Nixon's focused, confined scenes paradoxically open viewers' minds to previously unimagined or unrecognized possibilities. Photos are accompanied…

Discusses the contributions of historical research to special education and describes the research by Margaret Mead, the views of Helen Keller, and Laura Bridgman, and the work of Samuel Gridley Howe. The importance of understanding aspects of people and events that have previously been overlooked is emphasized. (CR)

This annual directory lists programs for deaf-blind children and adults including programs for deaf-blind children and youth (national and state level), the Helen Keller Centers for deaf-blind youth and adults, and programs for training teachers of deaf-blind students. (DB)