 When using tactile devices with deaf blind individuals, the same basic principles of tactile aid use will apply. However, there are some very important differences. Deaf individuals learn the meaning of auditory/tactile cues by connecting a tactile or auditory signal with a visual signal. For example the pattern of vibration of their names being spoken with the visual signal of lip movement as well as body and facial expression. Over time, as this connection strengthens, the individual may perceive the tactile or auditory cue without the visual cue. The visual cue is a very accessible signal and this is the most obvious difference when working with deaf-blind children and adults. Therefore, a different mode must be utilized to make the connection between the tactile pattern and its function/meaning. A deaf-blind individual with only tactile cues will perceive the tactile cue but have no understanding of its meaning. A bridge between the tactile cue and the input signal must be made via other modalities. Training is the key! Adults If a deaf-blind individual has sufficient language skills and foundation ( tactual sign languge, braille etc.) training is accomplished by pairing the tactile cue with an explanation of the function/meaning of the tactile cue. For example, as an Educational Audiologist I worked with a 20 year old deaf-blind woman with fluent tactual sign language skills. Hearing aids were of no help to her, but she was interested in trying a tactile aid at work. In her work setting she needed a device to alert her to the various environmental signals. Training was accomplished by practice sessions in her work place, with explanation of the tactile cues she was receiving. A simple concept but it was accomplished with much practice. As possible, I had her touch the equipment that was important for her to perceive and practice detecting the signal at various distances. Children In children with little or emerging language several issues are important. It is critical to slowly introduce the tactile device with time limited but concentrated training sessions. The training session should include an auditory stimulus that can be perceived by the child though touch. For example, with one young deaf blind child with emerging language, we utilized a tactile device while the speech-language pathologist rocked him in her lap in time to a song she was singing. The child was situated so he could feel the vibration of her chest and throat as she sang. She was also doing hand over hand basic gestures with the child to correspond to the song ( the song was “Head, Shoulders, Knees and Toes”). I believe that leaving a deaf blind child with a tactile device with no immediate pairing of the tactile stimulus and the object which is making the sound is very confusing, especially in the early stages of language development. Training can be accomplished be using a noisemaker, music source, any type of switch device tied to a sound source etc. that the child can manipulate. The more the child can perform a cause and effect relationship between their movement and a tactile cue, the more meaning they may derive from the practice session. This can be a first step in communication development. Summary When working with deaf blind individuals couple the tactile stimulus with an object or person which is meaningful for the individual. Make sure they can feel or interact with the object or person. The timing of the interaction/touch should be immediate. Remember, the tactile device will be responding and thus giving information to the deaf- blind individual that they may not have any access to and thus the tactile stimulus may have no meaning. Which Device With most deaf/blind individuals, we recommend starting with the Tactilator (LTD). An exception may be a young child with no benefit from aids and no behavioral issues and parents who have speech goals. In this case, the Tactaid 7 would be appropriate. Written by Alicia R. Peterson, M.Ed, CCC-A Educational Audiologist |
Phone: 617-628-1435 |