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MODULE 4: BUILDING

TRUSTED RELATIONSHIPS AND

POSITIVE SELF-IMAGE

MODULE 4: BUILDING TRUSTED RELATIONSHIPS AND

POSITIVE SELF-IMAGE

TEAM LEAD:

Bernadette Van Den Tillaart

Deafblind Outreach Consultant, OH

TEAM CONTRIBUTORS:

Caroline K. Daley

Parent Leader, TX

Chris Montgomery

Educational Consultant Deafblind Outreach

Lauri Triulzi

Project Coordinator, District of Columbia Deaf-blind Project

Tina Hertzog

Teacher of the Visually Impaired, PA

Helen Keller Fellow

OHOA May 2015

OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES MODULE 4: BUILDING TRUSTED RELATIONSHIPS AND POSITIVE SELF-IMAGE

LEARNING OUTCOMES ● Understand that trusted relationships and a positive self-image are the

foundation for well-being and development. ● Describe key strategies to create reciprocal interactions from a deaf-blind

perspective. ● Apply patterns in turn-exchanges for starting, maintaining, and ending

interactions. ● Apply affirmation of a student’s initiative or response. ● Analyze indicators of a student’s processing time. ● Learn to match observations of a student with strategies to share emotions with

him or her. ● Describe specific strategies for establishing joint attention.

Intervener Journal Module 4 (Appendix 1) Module 4 Tipsheet (Appendix 2) CEC & Professional Standards Document (Appendix 3)

Listen to the story of Chris and Ray. The video is 6 minutes long. As you listen, note the themes of interactions, shared experiences, and reliability as the foundation for developing a bond.

Step 1: Watch the 40-second video montage “Celebration of Trusted Relationships.” It shows interactions between children who are deaf-blind and people in their lives who they trust and feel close to. Step 2: Once you have watched the video, open up your intervener journal for this module and respond to the 5 questions in the "Inquiry Challenge Questions" section.

INTRODUCTION (10 MINUTES)

INQUIRY CHALLENGE (30 MINUTES)

Takeaway:

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OHOA May 2015

Establishing trusted relationships does not depend upon students and teachers sharing a formal language system.

Step 1: Read the article, "Encouraging Reciprocity in Interaction Between Deafblind People and Their Partners." Step 2: Watch the video "Building Trusted Relationships and a Positive Self-Image." The video is approximately 9 minutes long. Step 3: Read the fact sheet "Learning to Trust, the Key to Quality Intervention.” Step 4: Complete the discussion board assignment. After watching the slide presentation by Bernadette van den Tillaart and reading the two assigned articles, respond to the following questions and post to the discussion board:

• Describe three ways that a communication partner can build a trusting relationship with a person who is deaf-blind.

• Describe, in your own words, why having this trust is a foundation for positive intervention and interactions.

• Share a real-life example. Respond to at least one other person's post if you are taking this as a part of a hosted module.

Many people may not recognize trust as an essential educational principle. For students who are deaf-blind, it is the foundation for communication, learning, and intervention.

Step 1: Watch the slide presentation "Reciprocal Interactions". Step 2: Watch the slide presentation "Greeting Rituals". Step 3: Read "Natural Conversations with Persons Who are Deaf-Blind".

LEARNING ACTIVITY 1: YOU AND ME: BUILDING TRUSTING

RELATIONSHIPS (90 MINUTES)

LEARNING ACTIVITY 2: RECIPROCAL INTERACTIONS (3

HOURS)

Takeaway:

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OHOA May 2015

Step 4: Take the "Reciprocal Interactions Video Analysis Quiz". This quiz is to help you build your own video analysis skills.

In this section you learned about developing a pattern of "reciprocity" with students when starting interactions. Paying attention to these patterns in turn exchanges, and establishing comfortable greeting rituals, is important as a foundation for engaging students who are deaf-blind.

In this part of the module, you will explore the following intervention concepts: ● Processing Time ● Joy and Sharing Emotions

Step 1: Download the “Joy & Sharing Emotions Video Analysis”. You will complete this assignment as you watch the slide presentation "Joy and Sharing Emotions." Step 2: Watch the slide presentation “Joy and Sharing Emotions”. Step 3: Submit your "Joy and Sharing Emotions Video Analysis Form" as an assignment below. Step 4: Watch the slide presentation “Processing Time". There is an OPTIONAL video analysis assignment that follows this presentation.

Maintaining contact through regulation of processing time, sharing emotions, and social connection, and appropriately ending contact by using specific interaction patterns, allow the intervener and student to understand and trust each other and to develop social competency.

Step 1: Watch the slide presentation “Joint Attention".

LEARNING ACTIVITY 3: SHARING EMOTIONS AND PROCESSING TIME (2 HOURS)

LEARNING ACTIVITY 4: JOINT ATTENTION AND REACHING

OUT (90 MINUTES)

Takeaway:

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OHOA May 2015

Step 2: Read “Objects as Topics” (this is a short section from the book "Remarkable Conversations"). Step 3: Watch the slide presention "Ending an Interaction". Step 4: Watch the slide presentation "Reaching Out to the World". Step 5: Take the Module Review Quiz.

Joint attention (both persons attend to the same thing and to each other at the same time) lets the intervener and the student know what the other is experiencing and feeling. This gives them both a chance to develop a better understanding of their own selves and each other, to develop communication, and to build the trust the student needs to reach out and have an expanded world.

At the beginning of this module you watched a short video montage of Michael, Megan, Max, Lauren, Autumn, and Ray celebrating trusted relationships with adults in their lives. After watching the video you answered the first 5 questions listed in your Intervener Journal.Please return to this journal now, review your responses to questions 1 through 5, and respond to the two post-module reflection questions. Once you are done, upload your responses to all 7 questions.

1. Completed intervener journal entries at the beginning and end of the module. 2. Completed Module 4 Discussion Board for Learning Activity 1 3. Completed Module 4 Learning Activity 2 Video Analysis Quiz (covers Reciprocal Interactions) 44. Completed Joy and Sharing Emotions Video Analysis assignment. 55. Completed Module 4 Review Quiz (covers all content)

For students who are deaf-blind, there is nothing more important for interveners or other communication partners to understand than how to build a trusting and supportive relationship with students. This module offers a framework and a process for systematically affirming and supporting the student in everyday interactions. This

REVISITING THE INQUIRY CHALLENGE

DOCUMENTED ACCOMPLISHMENTS

SELF-EVALUATION

Takeaway:

Module Takeaway:

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OHOA May 2015

module also lays a foundation for all intervention and teaching approaches with students who are deaf-blind. Please download and complete the self-evaluation attached below. (Appendix 7)

Module 4 References (Appendix 8)

For additional information about deaf-blindness, visit the NCDB Library at http://nationaldb.org.

REFERENCES

ADDITIONAL RESOURCES

5

http://nationaldb.org/

(Appendix 1)

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OHOA July 2013

Intervener Journal Module 4

This journal is a way for you to note ideas or thoughts that you have

as you proceed through the module. It also includes some questions

that you will be directed to from specific sections of the module.

Before you use this journal, save a copy to your computer or other

location outside of Moodle.

Inquiry Challenge Questions

Take a quiet moment and think of someone who you trust and feel

comfortable being yourself with.

When you think of this person, do you remember a moment when you

both enjoyed being together? Maybe it brings a smile to your face!

1. Describe what you remember best about that moment.

2. Why did you enjoy it so much?

3. Do you know why you trust this person and why you feel

comfortable to be yourself with this person?

4. Do you think that you and your student who is deaf-blind could

also develop such a trusted relationship in which you can both feel

accepted and competent or would it be different because the

student is deaf-blind?

5. You just watched the video “Celebration of Trusted Relationships.”

The adults and students in the video clearly trust each other and

the students seem confident and competent! What do the adults

do in the movie to build these types of trusted relationships and a

positive self-image with students who are deaf-blind? What could

you do?

(Appendix 1)

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OHOA July 2013

Post-Module Reflection (to be completed at the end of the module):

1. Reflect upon what you have seen and learned. Describe some ways

that you could develop positive reciprocal interactions with

students who are deaf-blind.

2. What ideas or insights resonated most with you in this module?

3.

(Appendix 2)

OHOA May 2015

Open Hands, Open Access: Deaf-Blind Intervener

Learning Modules

Module 4: Building Trusted Relationships and Posit ive Self-Image

Tip Sheet Activities within this Module

I. Introduction 10 Minutes II. Inquiry Challenge 30 Minutes

III. Learning Activity 1 – You and Me: Building Trusting Relationships 90 Minutes IV. Learning Activity 2 – Reciprocal Interactions 3 Hours V. Learning Activity 3 – Three Key Intervention Concepts 3 Hours

VI. Learning Activity 4 – Joint Attention and Reaching Out 90 Minutes VII. Revisiting the Inquiry Challenge Under the “Learning Outcomes,” you will find an Intervener Journal that you can use to take notes as you go through the modules. (You will also need it for some assigned activities.) To track your progress through the modules:

Finished Activity Takeaways Got it!

Introduction

Inquiry Challenge Students and teachers don’t need to share a formal language system in order to build

a trusting relationship.

Learning Activity 1 Trust is the foundation for learning for students who are deaf-blind.

Learning Activity 2 Paying attention to a student’s patterns of listening and responding is important for engaging students who are deaf-blind.

Learning Activity 3 Processing time, joy and sharing emotions, and ending interactions are key elements of

intervention.

Learning Activity 4 Developing joint attention is important for

developing shared meaning and engagement.

If you have technical problems contact your Module host. If you need more information about deaf-blindness, visit nationaldb.org

1

Module Development Crosswalk to CEC Standards

Initial Coding of Competencies – July, 2013 (Based on One Cycle of Field Testing and Alignment) (Appendix 3)

1

Module Title: Building Trusted Relationships and Positive Self-Image

Standards Knowledge Statement Skills Statement Where Addressed in the

Module Content

Standard 1: Foundations

SEP1K2 Basic educational terminology

regarding individuals with exceptional learning

needs, programs, roles, and instructional

activities

DBI1K2 Differences between congenital and

acquired deaf-blindness

DB1K3 Implications of the age of onset of

vision and hearing loss, the types and degrees of

loss, and the presence of additional

disabilities on development and learning

None

SEP1K2-Building Trusting Relationships and

Positive Self Image video/Conversations Without Language article/Reciprocal

Interactions presentation video/Processing

Time video/Joy and Sharing video/Ending the Interaction video/Objects as Topics

article/Joint Attention and Reaching Out

videos 1, 2, 3

DBI1K2-Conversations Without Language

article

Standard 2: Development and

Characteristics of Learners

SEP2Kl Effects an exceptional condition(s) can

have on an individual's life

DBI2Kl Impact of combined vision and hearing

loss on development and learning

DBI2K3 Process of intervention for

individuals with deaf-blindness

DBI2K4 Impact of deaf-blindness on

bonding, attachment, and social interaction


psychological development and on the development

of self-identity

DBI2K6 Impact of deaf-blindness related to

isolation, stress, and vulnerability

DBI2K9 Brain development and the neurological

implications of combined vision and hearing loss

None

SEP2K1-Building Trusting Relationships and

Positive Self Image video/Conversations Without Language article/Reciprocal

Interactions presentation video/Processing

Time video/Objects as Topics article/Joint Attention and Reaching Out videos 1, 2, 3

DBI2K1- Building Trusting Relationships and Positive Self Image video/Conversations

Without Language article/Reciprocal

Interactions presentation video/Joy and Sharing video/ Objects as Topics article/Joint

Attention and Reaching Out videos 1, 2, 3

DBI2K3- Building Trusting Relationships

and Positive Self Image video/Conversations Without Language article/ Reciprocal

Interactions presentation video/ Processing

Time video/ Ending the Interaction video/ Objects as Topics article/Joint Attention and

Reaching Out videos 1, 2, 3

DBI2K4-Introduction video/Inquiry

Challenge video/ Building Trusting

Relationships and Positive Self Image video/

Conversations Without Language article/

Reciprocal Interactions presentation video/

Processing Time video/ Joy and Sharing video/ Ending the Interaction video/ Objects

as Topics article/Joint Attention and


DBI2K5-Building Trusting Relationships and



2

Positive Self Image video/Learning to Trust: The Key to Quality Interventions fact

sheet/Conversations Without Language

article/ Reciprocal Interactions presentation video/ Ending the Interaction video/ Objects

as Topics article/Joint Attention and


DBI2K6-Introduction video/ Building

Trusting Relationships and Positive Self Image video/ Learning to Trust: The Key to

Quality Interventions fact

sheet/Conversations Without Language article/ Reciprocal Interactions presentation

video/ Processing Time video/ Ending the

Interaction video/ Joint Attention and

Reaching Out video 3

DBI2K9- Building Trusting Relationships and Positive Self Image video/

Standard 3: Individual Learning

Differences

SEP3K1 Rights and responsibilities of families

and children as they relate to individual learning

needs

DBI3K2 Strengths and needs of the individual

DBI3K3 Likes and dislikes of the individual

DBI3K4 Learning style and communication

of the individual

DBI3K5 Audiological and ophthalmological

conditions and functioning of the individual

None

SEP3K1- Processing Time video


and Positive Self Image video/ Learning to

Trust: The Key to Quality Interventions fact sheet/Conversations Without Language

article/ Processing Time video/ Ending the

Interaction video/ Objects as Topics article/Joint Attention and Reaching Out

videos 1, 2, 3

DBI3K3- Learning to Trust: The Key to

Quality Interventions fact

sheet/Conversations Without Language article/ Reciprocal Interactions presentation

video/ Processing Time video/ Joy and

Sharing video


and Positive Self Image video/ Learning to Trust: The Key to Quality Interventions fact

sheet/Conversations Without Language

article/ Reciprocal Interactions presentation video/ Processing Time video/ Ending the

Interaction video/ Objects as Topics

article/Joint Attention and Reaching Out videos 1, 2, 3

DBI3K5- Reciprocal Interactions presentation video



3

Standard 4: Instructional Strategies

SEP4K1 Basic instructional and remedial

strategies and materials

DBI4K2 The use of calendar systems

SEP4S5 use strategies as directed to increase the

individual’s independence and confidence

DBI454-Use techniques to increase anticipation,

motivation, communication, and confirmation

DBI456 Vary the level and intensity of input and

the pacing of activities

DBI 4S11 Provide the individual with

opportunities for self-determination

DBI4512-Use touch to supplement auditory and

visual input and to convey information

DBI4S13-Facilitate individual’s use of touch for

learning and interaction

None

SEP4K1- Objects as Topics article

DBI4K2- Reciprocal Interactions presentation video

SEP4S5-Confidence and self-identity themes stressed in “Trusting Relationships”

DB1454-Confirmation; LA 2 reciprocal

interactions, remembering

and understanding, applying

confirmation; video analysis quiz

DBI456- P LA 2: reciprocal

interactions slide presentation,

reciprocal interactions quiz, LA 3:

Video Processing Time, Module Quiz,

remembering, understanding, analyzing

DBI4S11- Video analysis- beginning

skill

DBI4S11- P LA 1 Building Trusted

Relationships; Objects as topics article,

Tactual joint attention, Module Quiz

Remembering and understanding

DBI4S13- Building Trusted

Relationships;

Objects as topics article, Tactual

joint attention; Module Quiz

remembering and understanding

Standard 5: Learning

Environments/Social Interactions

SEP5Kl Demands of various learning

environments SEP5K2 Rules and procedural safeguards

regarding the management of behaviors of

individuals with exceptional learning needs

SEP5S1 Establish and maintain rapport with

learners

None

SEP5K1- Learning to Trust: The Key to Quality Interventions fact sheet/


Reciprocal Interactions presentation video/ Processing Time video/ Ending the

Interaction video

SEP5K2- and SEP5S1 Learning to Trust: The

Key to Quality Interventions fact sheet/

Conversations Without Language article/ Reciprocal Interactions presentation video/

Processing Time video/ Ending the

Interaction video

Standard 6: Language

SEP6K1 Characteristics of appropriate

communication with stakeholders

DBI6K1 Basic communication development


None

SEP6K1- Introduction video/Inquiry


Relationships and Positive Self Image video/ Learning to Trust: The Key to Quality

Interventions fact sheet/ Conversations



4

communication and interaction DBI6K3 Modes/forms of communication

and devices used by individuals who are deaf-

blind

Without Language article/ Reciprocal Interactions presentation video/ Processing

Time video/ Processing Time video/ Ending

the Interaction video

DBI6K1- Introduction video/Inquiry

Challenge video/ Building Trusting Relationships and Positive Self Image video/

Learning to Trust: The Key to Quality

Interventions fact sheet/ Conversations Without Language article/ Reciprocal

Interactions presentation video/ Processing

Time video/ Ending the Interaction video/ Objects as Topics article/Joint Attention and


DBI6K2- Introduction video/Inquiry


Relationships and Positive Self Image video/ Learning to Trust: The Key to Quality

Interventions fact sheet/ Conversations

Without Language article/ Reciprocal Interactions presentation video/ Processing

Time video/ Ending the Interaction video/

Objects as Topics article/Joint Attention and Reaching Out videos 1, 2, 3

DBI6K3- Learning to Trust: The Key to Quality Interventions fact sheet/


Reciprocal Interactions presentation video/ Ending the Interaction video

Standard 7: Instructional Planning

None

None

Standard 8: Assessment

None

None

Standard 9: Professional and Ethical

Practice

SEP9K2 Personal cultural biases and

differences that affect one's ability to work with

others

DBI9K1 The role of the intervener in the

process of intervention

DBI9K2 The roles and responsibilities of

interveners in various settings

None

SEP9K2- Building Trusting Relationships

and Positive Self Image video

DBI9K1- Reciprocal Interactions

presentation video/ Processing Time video/

Ending the Interaction video/ Objects as

Topics article/Joint Attention and Reaching Out videos 1, 2, 3

DBI9K2- Objects as Topics article/Joint Attention and Reaching Out videos 1, 2, 3



5

Standard 10: Collaboration SEP10K1 Common concerns of families of

individuals with exceptional learning needs

None

SEP10K1- Processing Time video/ Joint

Attention and Reaching Out videos 3

(Appendix 4)

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OHOA October 2014

Glossary Affective Involvement Affective involvement means that two people who are involved with each other in a conversation are not just exchanging information, but are also emotionally connected with each other. Affirmation Affirmations are acknowledgements that people give each other during interactions. It is how we let others know that we perceived what they just did. Most of us do this naturally using expressions, gestures, or language. For students who are deaf-blind, however, especially those who do not use formal language, affirmations are a strategy for engaging with a student. We affirm by imitating or mirroring what a student just did using whatever sensory channels are available to her (e.g., touch, residual vision, residual hearing). Joint Attention Joint attention occurs when two people are attending to the same thing or experiencing the same thing, while simultaneously thinking about it in the same way. They are on the same wavelength. Compare this to the concept of affirmation. Affirmation is about perceiving. When you affirm someone, you let her know that you perceived (e.g., saw, heard, or felt) what she just did. In contrast, joint attention is about knowing--two people knowing in their minds that they are attending to the same thing. Through repeated affirmations with a student you get to joint attention. Mutual Touch When working with a student who is deaf-blind, mutual touch achieves the same goal as pointing. If the student cannot see well enough to know that you and she are "looking" at the same object, you can touch the object together. This lets the student know that you are sharing the same topic. Processing Time Processing time is when a student takes time to cognitively absorb and deal with what he is experiencing. It gives him a chance to commit new pieces of information to memory.

OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES MODULE 4: BUILDING TRUSTED RELATIONSHIPS

(Appendix 4)

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OHOA October 2014

Reciprocal Interactions Reciprocal interactions are interactions in which two people give to each other and receive back from each other. In order to be considered truly reciprocal, an interaction must involve at least three turn exchanges. For example, I say something to you, you respond, and then I say something back to you again. You don’t need language, though, to have a reciprocal interaction. Interactions also occur through facial expressions, touch, sounds, gestures, and other movements.

(Appendix 6)

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OHOA May 2015

Name: Date:

Module 4: Building Trusted Relationships and Positive Self-Image

Assignment

Learning Activity 3 Joy and Sharing Emotions Video Analysis

The purpose of this assignment is to give you an opportunity to analyze interactions between students and adult partners in which they share joyful emotions. Similar to turn exchanges, sharing emotions is at least a 3-step process:

1. The student expresses his joy. 2. The intervener affirms what the student expressed. 3. The student responds back to the intervener.

You will do this analysis as you watch the slide presentation, “Joy and Sharing Emotions.”

(Appendix 6)

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OHOA May 2015

Part 1: Video 1 – Max and the Wipe Direct video link: https://www.youtube.com/watch?v=fungDQe8C_Y#t=14 You may need to watch this video several times. The moments of connection between Max and his intervener happen quickly.

[Analyzing the Student’s Expression of Joy] This first group of questions helps us analyze Max’s initial expression of joy. He seems to enjoy playing. Describe how he expresses this enjoyment in the video. 1. What does he look at? He looks at the wipe and then at the intervener. 2. What and how does he touch? He touches the wipe with his hands and his mouth. 3. What movements does he make? He puts the wipe on his face. 4. What might all this (the way he is expressing himself) mean? He is enjoying the game. He may have even forgotten that he doesn’t like to wipe his face.

[Analyzing the Intervener’s Affirmation of the Student] How did the intervener affirm Max? Describe how she let Max know that she had perceived his joy. 1. What does the intervener look at? She faces Max directly and is smiling. 2. What and how does she touch? The intervener makes laughing movements with the wipe to mirror Max’s laughing. 3. How does she move? She leans towards Max. 4. What might this affirmation mean for Max? He appears to have felt “heard” by his intervener—that she had perceived that he was enjoying the wipe game.

(Appendix 6)

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OHOA May 2015

Analyzing How the Student Responds Back to the Intervener These questions help you consider Max’s response when the intervener affirmed him and shared his emotion. 1. What does he look at and what is the expression on his face? Max looks excited and smiles. He looks in the direction of the intervener. 2. What and how does he touch? He brings the wipe to his face again. 3. How does he move? His head is down but then he lifts it up, leans back, and laughs. 4. What might this say about Max’s trust and self-image? It shows that he trusts his intervener. This helps him see himself as someone who has an impact on others.

(Appendix 6)

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OHOA May 2015

Name: Date:

Part 2: Video 2 – Chris and Ray Direct video link: http://www.youtube.com/watch?v=_JFJe2tPHjY Now it is your turn. As you watch the video, fill out the questions below. Then turn in pages 4-5.

Analyzing the Student’s Expression of Joy Ray (the student) seemed to enjoy playing. Using the questions below, describe how he expressed himself when he had fun. 1. What does he look at? 2. What sounds does he make? 3. What and how does he touch? 4. What movements does he make? 5. What might the way he is expressing himself mean?

Analyzing the Intervener’s Affirmation of the Student How did Chris (Ray’s teacher) affirm Ray’s expression of fun? Use the following questions to describe how Chris let Ray know that he had perceived Ray’s enjoyment. 1. What does the adult (Chris) look at? 2. What sounds does he make? 3. What and how does he touch?

(Appendix 6)

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OHOA May 2015

4. How does he move? 5. What might this affirmation mean for Ray?

Analyzing How the Student Responds Back to the Intervener These questions help you consider Ray’s response when Chris affirmed him and shared his emotion. 1. What does he look at and what is the expression on his face? 2. What sounds does he make? 3. What and how does he touch? 4. How does he move? 5. What might this say about Ray’s trust and self-image?

(Appendix 7)

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OHOA July 2013

Module 4: Building Trusted Relationships and Positive

Self-Image

Self-Evaluation

Use the following self-checks to reflect on your own progress with a module

instructor or as a part of your own self-study.

Module 4: Intervener Journal Entries

The module participant watches the Inquiry/Challenge video montage of examples of trusting

relationships with children who are deaf-blind and documents his/her reflections both before

and after engaging in all the learning activities.

Module Participant: Overall: _T, GT, NR__

Content Thoughtful Getting There Needs

Answers questions

related to the

inquiry challenge

video both before

and after taking

module.

Answered all the

questions. Answers

show thoughtful

responses.

Answered all of the

questions, but wrote

short or incomplete

responses.

Didn’t answer all

questions.

Cites or notes

specific resources

in the module

readings or videos.

Showed knowledge

gained by citing

materials and resources

in the module.

Cited only one source

in the module.

Didn’t use resources in

the module to support

answers.

Module 4: Discussion Board Activity

In Activity 1, the participant goes to the online discussion board, and, for one of the 4

identified elements of a good conversation, describes in his or her own word what it means and

gives a real life example. Responds to the postings of at least two other participants.

Module Participant: Overall: T, GT, NR___

Content Thoughtful Getting There Needs Review

Posts commentary Provided a thoughtful Provided a response, Did not provide a

(Appendix 7)

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OHOA July 2013

reflecting

knowledge of the

reading.

response and a relevant

real-life example.

but it lacked insight or

relevance.

response.

Writes thoughtful

reflections of other

participants’ posts.

Commented on at least

two other participants’

posts.

Commented on one

other participant’s

posts.

Did not comment on

others’ posts.

Module 4: Reciprocal Interactions, Processing Time, and Joy & Sharing Emotions Video

Analysis Forms.

The overall goal of these assignments is to begin to sharpen your powers of observation

as you view videos of students interacting with communication partners.

Module Participant: Overall: T, GT, NR__

Content Thoughtful Getting There Needs Review

Completes all of the

questions on the

observation forms

Completes all questions Completes most

questions

Completes few

questions

Makes accurate

notes of the child’s

and the partner’s

behaviors in the

interactions

Makes clear notes and

demonstrates evidence

of video viewing and

observations

Makes some notes and

shows evidence that

some clips were

viewed

No evidence that video

was reviewed

Module 4 Reciprocal Interactions Self-Scoring Quiz- word form

Module Participant: Quiz: / _10___

Content Thoughtful Getting There Needs Review Score

Quiz using notes

from “Reciprocal

Interactions”

presentation.

9 to 10 correct answers 7 to 8 correct answers 6 or fewer

correct answers

(Appendix 7)

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OHOA July 2013

Module 4 Module Review Quiz

(Covers: Processing Time, Joint Attention, Joy and Sharing Emotions, Ending the

Interaction)

Module Participant: Quiz: / _10___

Content Thoughtful Getting There Needs Review Score

Multiple Choice Quiz

Using Module Notes

9 to 10 correct answers 7 to 8 correct answers 6 or fewer

correct answers

(Appendix 8)

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OHOA July 2013

Module 4: Building Trusted Relationships and

Positive Self-Image

References

Belote, M. (June 2011). Choosing and using tactile name cues. [California

Deaf-Blind Services Fact Sheet #43] Retrieved July 1, 2013 from

http://files.cadbs.org/200002018-321f733197/FactSheet-43.pdf

Belote, M. (Fall 2011). Part 2: Developing and maintaining community

connections and friendships. reSources,16(3), 1-5. Retrieved July 1,

2013 from http://files.cadbs.org/200001771-

cf303d02aa/SocialSkillsPart2.pdf

Dekker, T., (Ed.) and Biemans, H. (1994). Video-hometraining in gezinnen.

Serie Methodisch Werken, Houten/Zaventem: Bohn Stafleu Van

Loghum.

Hagood, L. & Moss, K. (1994). Conversations without language. Building

quality interactions with children who are deaf-blind. See/Hear

Newsletter. Retrieved July 1, 2013 from

http://www.tsbvi.edu/seehear/archive/conversation.html

Miles, B. & Riggio, M. (Eds.) (1999). Remarkable conversations. A guide to

developing meaningful communication with children and young

adults who are deafblind. Watertown, MA: Perkins School for the

Blind.

Miles, B. (2003, rev.). Talking the language of the hands to the hands. DB-

LINK: The National Information Clearinghouse on Children Who Are

Deaf-blind. Retrieved July 1, 2013 from

http://nationaldb.org/library/page/1930

National Consortium on Deaf-Blindness. (2007). Practice Perspectives:

Harmonious Interactions. Retrieved July 1, 2013 from


Newton, G.G., (2011, rev.) Learning to trust, the key to quality

intervention. Austin, TX: Texas School for the Blind and Visually

Impaired.

http://files.cadbs.org/200002018-321f733197/FactSheet-43.pdf

http://files.cadbs.org/200001771-cf303d02aa/SocialSkillsPart2.pdf

http://files.cadbs.org/200001771-cf303d02aa/SocialSkillsPart2.pdf



(Appendix 8)

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OHOA July 2013

Retrieved July 1, 2013 from http://tsbvi.edu/independent-living-

skills/171-dbarticles/1898-learning-to-trust-the-key-to-quality-

intervention-

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