DBI World Conference 2019 Accessibility stream: Concurrent session 6C Presenter: Arancha Arregui Gómez Topic: Using videoanalysis to enhance communication between parents and children with deafblindness

1. 17th Deafblind International World Conference 2019 in Queensland, Australia
Using video-analysis to enhance
communication between parents and
children with Deafblindness
Arregui Gómez, Arancha - Teacher
González Garabaya, Francisca - Teacher
Martín Sastre, Teresa – Speech therapist
Torres Torres, Antonia – Teacher Assistant

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About us
O.N.C.E.
(National
Organization of the
Blind in Spain)

3. 17th Deafblind International World Conference 2019 in Queensland, Australia
About us
Supporting and contributing to the development of Deafblind
children
School years between 3 – 21 years of age
Students attending specialized classrooms in the ONCE school or
attending conventional schools.

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Detection of necessities
Development of communication and personal autonomy are
implemented naturally in a family context.
It doesn´t occur in families with Deafblind children
Confusion stage: look for solutions that explain the etiology of the
Deafblindness.
This process slows down the bonding between parents and the new
born baby.

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Detection of necessities
Similar approach in Seligman and Darling:
Families of children with special needs must be considered as
“Ordinary families in exceptional circumstances”.

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Detection of necessities
We can provide:
Reference
Emotional process of acceptance
Strengthen the confidence in their ability to create enriching bonds

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Detection of necessities
Working with families is a key aspect as part of the methodology in
educational attention to Deafblind children.
Facilitate that children and their families progress together in the
development of communication strategies.
Promote an information exchange between professionals and family
units.

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Detection of necessities
It is necessary:
Offer information
Families learn a communication system
Implication and participation in educational programs.

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Detection of necessities
Objectives (I):
To encourage the family to learn how to be the principal observer of
the child with DB
To increase the sense of competence of parents
To provide specific information

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Detection of necessities
Objectives (II):
To support families to normalize the family dynamics.
To create a channel that allows families to reflect and organize new
relationship models.
To provide parents with a space to express themselves.

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The ultimate goal of this program is to get families to enjoy the
relationship with their children

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Method
Participants
Organization of the sessions
Timing and context
Use of video-analysis

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Participants
Parents of students with
Deafblindness who live in
the Community of Madrid

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Participants
Four families:
A) Father, daughter with Deafblindness (16 years)
B) Father, mother, son with Deafblindness (10 years) and brother (8
years)
C) Father, mother and daughter with Deafblindness (12 years)
D) Father, mother and son with Deafblindness (13 years)

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Participants
The project began with a phone call to the families of students with
Deafblindness that were in conventional schools. In that first contact
we offered the possibility of participating in the project. Four of the
seven families we contacted accepted.

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Organization of the sessions
Types of sessions:
A. Informative session
B. Individual sessions
B.1. Individual sessions with the student
B.2. Individual sessions with the parents
B.3. Individual sessions with the student in the presence of the
parents
C. Group sessions
D. Workshops

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Organization of the sessions
A. Informative session
Explanation of the objectives, schedule and method.
They agreed to use video-analysis as a tool for the development of
this project.
Families expressed with enthusiasm the need for this type of
programs, but at the same time, their fear to confront the analysis of
their own behaviors.
The timetable of the sessions was established offering them the
possibility of adjusting it to their family and work needs.

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Organization of the sessions
B. Individual Sessions
B.1. Individual sessions with the student, in order to assess the
communicative situation at the time of start and to establish an
intervention plan.
B.2. Individual sessions with parents to determine intervention
needs in conjunction with the parents and to gather information.

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Organization of the sessions
B.3. Professional interaction with the Deafblind child in the
presence of both parents in order to offer a communicative
model that fitted the need of their child.
After some sessions, parents began carrying out the
activities with their children while professionals modeled the
intervention with verbal guidelines.
The goal is that parents could get to do the activities in their
family environment without the need of external support.

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Organization of the sessions
C. Group Sessions
Space for the exchange of experiences and reflections.
These situations enabled families to get to know each other, to
share feelings and experiences and to learn from one another.
These contacts also allowed families to identify themselves as a
specific group.

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Organization of the sessions
D. Workshops
Initially these workshops were done with each family individually. As
the program progressed, it was possible to make groups.
Workshops were also intended to show parents how to create and
adapt materials such as different kinds of anticipation calendars,
toys, agendas, and to promote literacy (photographs were taken).

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Organization of the sessions

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Timing and context
This program was carried out using the Spanish school calendar.
Alternating, fortnightly, two families each week. The duration of
each session was 45 minutes.
Video-taped parent-lead activities with the child were carried out in
a simulated home environment as close as possible to their homes.
Self-personal skills, communication strategies and vocabulary
related to the activities were worked on simultaneously.

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Timing
and context

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Personal resources and material
Personal resources:
A multidisciplinary approach is essential in the intervention with
students with Deafblindness and their families.
Professionals: two teachers, a speech therapist, a teacher
assistant, a rehabilitation instructor and a psychologist.
In most of the sessions two professionals participated.

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Personal resources and material
Material Resources:
Spaces: two classrooms, the kitchen and an apartment in the
residential area of the school.
Real and reference objects related to the activities: food, toilet
utensils and clothes.

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Video-analysis
Video-taping is a tool that the professionals of this team have been
using as a form of analysis of our own work with very positive
results.
We have focused on its role as an assessment and driver tool, as
well as a tool for the teachers’ training.

34. 17th Deafblind International World Conference 2019 in Queensland, Australia
Video-analysis
Some of the
activities were
recorded and then,
individually with
each family, we
analyzed the
communication and
interactions with
their children.

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Video-analysis
Using video-analysis parents were
also able to realize what specific
vocabulary related to each activity
they needed to learn. After that, we
carried out individual sessions to
work on that vocabulary.

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Project assessment
We applied continuous assessment. At the end of each session, the
two professionals involved carried out an analysis of the dynamics in
which the needs were detected, and a new program adjustment was
made.
As the project progressed, it became clear that some aspects related
to behavior needed to be dealt with. In most cases, disruptive
behavior is related to the lack of communicative strategies, either
from the students or from the parents.

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Project assessment
Changes observed and expressed by the parents through an
interview:
Increased parental confidence in the Deafblind child´s potential.
Increased interest in joint activities.
Improved parental self-confidence in their own ability to communicate
and interact with their child.

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39. 17th Deafblind International World Conference 2019 in Queensland, Australia
Project assessment
As professionals we observed:
Improvement of vocabulary in the communication system of their
children.
Reduction of fear to feel evaluated by both the professionals and
other family members.
Increase of the initiative to carry out new activities.

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Project assessment
As professionals we observed:
Improvement in the observation and interpretation of the actions of
their children, as well as in the quality of the parent´s feedback and
reactions.
Direct relationship between the positive evolution of children and the
communicative advances of their families

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Conclusion:
The use of video-
analysis helps to
improve communicative
strategies and family
dynamics.

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Thank you for your attention
Arregui Gómez, Arancha arag@once.es
González Garabaya, Francisca mfgg@once.es
Martín Sastre, Teresa mtms@once.es
Torres Torres, Antonia atto@once.es