Skip to content
Decorative
The Sooner the Better: A Framework for Training Early Intervention Practitioners on Deaf-Blindness
Menu Symbol Skip to Navigation Back to NCDB Products NCDB Logo

Social-Communication Skills

Audiences: Families, MDT, SC, DSP
Recommended Practices: A4, E3, E4, E6, F2, INS1, INS2, INS4, INS5, INT3, INT2

This unit provides information about the impact of a dual sensory loss on social-communication skill development and intervention strategies that can be helpful.

Impact

PowerPoint Slides

IN Training (Part 2): Slides 24-25
These slides cover the impact of vision and hearing loss on the development of social-communication skills.

Strategies: Communication Basics

PowerPoint Slides

IN Training (Part 2): Slides 26-31
These slides cover the elements of communication, foundations for communication, environments, and communication partners.

IN Training (Part 2): Slides 54-55
These slides discuss communication dictionaries.

PA Webinar: Slides 46-55
These slides cover strategies for consistent interaction, modes of communication, and links to additional communication resources.

Recorded Presentations

PA Webinar: Communication Section
Emma Nelson discusses strategies for interacting with children who are deaf-blind (8:08).

Handouts

HomeTalk
A comprehensive assessment and planning tool for use with families.

Communication Map
A communication assessment tool found helpful over the years by teams working with children with deaf-blindness. It includes a two-page form and instructions for use.

Hierarchy of Expressive Communication
An overview of the levels of communication and reasons for communicating from Washington Sensory Disabilities Services.

Strategies: Using Cues and Symbols

PowerPoint Slides

IN Training (Part 2): Slides 32-53
These slides give an overview of cues and symbols.

Handouts

Symbol Hierarchy
This one-pager from the NCDB literacy website describes the hierarchy of symbolic communication (from concrete to abstract).

How Can I Help My Child Understand What Is About to Happen?
A one-pager on using cues from the Nevada Dual Sensory Impairment Project. 

Participant Learning

Activity:
Create a communication dictionary (expressive) and a communication plan (receptive), including touch cues, objects, signs, spoken words, etc., for a child with whom you work.