TITLE: Principles of the Concept of Intervention

[Visual Description]
Images of children who are deaf-blind and their families are shown while the speaker is talking.
 
NARRATOR: 
Welcome to the part
of the module addressing the 11 principles
of the Canadian Deaf-Blind Association's Concept
of Intervention.
In this segment of the module, you will learn
about the 11 guiding principles
which demonstrate the skills used
in providing intervener support to learners with deaf-blindness.
You will see a video of Jarvis and Matt.
As a teacher, Matt uses the principles of intervention
to maximize the communicative potential
of his learner, Jarvis.
We will highlight each
of the individual principles as seen in the video.
So let's get started.
The first principle is the total and unconditional belief in
and respect for an individual who is deaf-blind.
The second principle is the total and unconditional belief
in the value of intervention
for all individuals who are deaf-blind.
Both of these principles are critical components
for the success of a learner who is deaf-blind
in any given situation.
The third principle addresses the fact that the amount
of intervention and the form it will take must be individualized
to meet the specific needs and desires
of each individual who is deaf-blind.
Individuals who are deaf-blind are unique communicators.
As learners, they have the right to access information
in their preferred modes of communication.
The fifth principle is the belief that the process
of intervention is "doing with, not for."
When working on a team as an intervener,
no assumptions should be made regarding the abilities
of an individual with deaf-blindness.
When a potential a limitless, so is the learning.
In addition to addressing potential,
never underestimate the importance of the relationship
between the intervener and the individual who is deaf-blind.
The process of intervention must always provide the individual
who is deaf-blind with the information required
for anticipation, motivation, communication, and confirmation.
For learners who are deaf-blind,
every experience is an opportunity
to provide information and encourage interaction.
Thus, the focus of intervention should always be on the needs
of the individual who is deaf-blind.
Lastly, and in summary, intervention is recognized
as a process that requires interveners
to have specific skills, knowledge, and experiences
in order to be effective
in providing the best possible opportunity for people
who are deaf-blind to gather information, process it,
and develop communication concepts and skills.
Now, that the 11 principles
of the Canadian Deaf-blind's Association concept
of intervention have been outlined, let's watch a video
to see the process of intervention unfold as Matt
and other team members provide support using the 11 principles
as Jarvis goes to the drum store.
It is important to note that none of the team members
in this video are interveners.
Rather, they are modeling effective practices
for intervention.


[Visual Description]
Jarvis sits knee-to-knee with an adult female. To the right of them is a large tactile calendar. As the adult speaks and signs tactilely to Jarvis, she reaches up to touch different objects on the calendar.


FEMALE SPEAKER 1: 
Tuesday.


JARVIS: 
Yes.


[Visual Description]
Jarvis and the same adult place some of the object cues from the calendar onto a strip of paper on a table between them. There are several of these papers on the table in front of him and, as they work, he chooses the appropriate activity strip and places the strip of paper next to him, below the calendar.


FEMALE SPEAKER 1: 
Today is Tuesday.
Drum store.
Restaurant.
Music. Let's see.
Let's put that one right here.
Van. Explore.
Drum store with Matt.
[background sounds] Let's put that right up here.
Drum store, yes, with Matt.
And then let's see.
Music with Pascal.
Cook hot cereal, waffles at the dorm.
Let's put that right up here.
[background sounds] One more.
Choice time.
Let's get that one.
Hands. It's finished.
Yes. Yes. Yes.
Van, exploring, yes.
Drum store with Matt.


JARVIS: 
[sounds]


FEMALE SPEAKER 1: 
Yes


[ Background conversations ]


[Visual Description]
The video cuts to show Jarvis and Matt walking up the stairs to the drum store. Before entering the store, they pause for a moment while Matt says to Jarvis using tactile sign language, "We're at the steps to the drum store. Be careful."
The video jumps to show Jarvis sitting in one of three foldable chairs. Matt sits beside him and, using sign language, communicates with him as an adult female, Tracy, places a drum in front of him. Using hand-under-hand communication, Matt and Jarvis wave at Tracy.


MATT: 
Walk inside drum store.
Okay.
You say hi -- what was your name again?


TRACY: 
Tracy.


MATT: 
Tracy.
I wonder if you have a --
[inaudible] when you say T on your neck.
Tracy. Hi.
If you waive under his hands --


TRACY: 
Oh, okay.


MATT: 
Jarvis is deaf-blind.
He can hear a little bit,
but he really uses his touch to explore stuff.


TRACY: 
Okay.


MATT: 
Hey. That's the drum.


[Visual Description]
Matt moves the drum closer to Jarvis and signs "DRUM" as Tracy leaves the area.
Matt plays the drum, using his open palms to beat the surface of the drum. As he does this, Jarvis rests his left hand on top of Matt's right hand.
Matt lifts the drum, rotating it so that its surface is directly across from Jarvis. He moves it closer until it touches Jarvis' hand, surprising him. Jarvis utters a squeak and pulls back a little bit.


JARVIS: 
[Sounds]


MATT: 
[laughter]
Jarv, you're scared.
It's okay.
It's okay.
Matt will help.
[ Background sounds ]
[Visual Description]
Slowly, Matt moves his hand (with Jarvis' hand on top) to the drum head and begins to play. Jarvis is holding onto Matt's index finger and Matt is using his third and fourth finger to strike the drum.


MATT: 
Drum. Drum.
Drum. Drum.
Drum. Drum.
Drum. Jarvis turn.
He's holding on pretty tight.
Drum. Drum.


[Visual Description]
The video cuts to show Matt asking Jarvis if he would like to try a different type of drum.


MATT: 
What? Explore different drum?
Come here.
[ Background sounds ]


[Visual Description]
The video jumps to show Matt using hand-under-hand guidance while he and Jarvis play a xylophone.


FEMALE SPEAKER 2: 
He singing over there?
[ Background sounds ]


[Visual Description]
The video jumps to show Matt sitting next to a large drum. Jarvis stands next to him. One arm is around Matt's shoulder. Jarvis holds one drumstick and Matt holds the other.  As he tentatively touches the drum with his drum stick, individuals off-camera can be heard cheering for him.


MATT: 
Yeah.
All right Jarvis.


FEMALE SPEAKER 2: 
Go. Go.


MATT: 
[laughter]
[ Background sounds ]
[laughter]
[ Background sounds ]


[Visual Description]
The video jumps to show Jarvis and Matt sitting in a vehicle communicating via tactile signing. There is a tactile experience booklet in Jarvis' lap. Jarvis and Matt turn the pages of the experience book. 


MATT: 
Tuesday.
What's that?
Van. Van. Yeah.
Matt, uh-huh.
You walked and got the van with Matt.
You turn the page.
Turn the page.
Oh, excuse me, Jarv.
Explore, yeah, explore.
What's that?
What? The drum store.
Drum store.
[ Silence ]
What? What?
Ooh, the Mexican restaurant.
[ Background sounds ]
What? What?
Cookie? [laughter] Hey.
That is the cheese tortilla.
The drum store is finished.
Jarvis explored the drums.
He had this one.
[ Sound effect ]
He had the big drum.
[ Sound effect ]


[Visual Description]
The video jumps to show Jarvis sitting knee-to-knee with a female adult in a classroom with his experience book in his lap. They are communicating via tactile sign language about his trip to the drum store. 


FEMALE SPEAKER 3:
Hi. Ooh, you got a book?
Book. Let's see.
Tuesday. Tuesday.
Oh, you went exploring.
Exploring.
Last Tuesday.
[ Background conversations ]
With Matt, and then turn the page.
Ooh, Jarvis.
Exploring [sound effect] the drum store.
Wow. Drum store.
Yeah. Turn the page.
[ Background conversations ]
[ Sound effect ]


[ Sound effect ]
[ Background conversations ]
Ooh, that was the large drum.
Yeah.


JARVIS: 
[laughter]


FEMALE SPEAKER 3: 
Oh, Jarvis and Matt.
Ooh, you're happy.
Jarvis and Matt were exploring the drum store.
[ Sound effect ]
[laughter]


MATT (OFF CAMERA): 
This is too good.
Oh my God.
I'm sorry, I can't keep a straight face back here.
[ Sound effect]


FEMALE SPEAKER 3: 
You liked it.
[ Background conversations ]
Yeah. What's that one?
[ Sound effect ]


JARVIS: 
[laughter]


FEMALE SPEAKER 3: 
Hey, Jarvis.
Yeah.
[ Sound effect ]
What's that?
With. With -- was there one that went swish, swish, swish, swish,
swish, swish, swish, swish.
Wasn't there like a rain stick one?


MATT (OFF CAMERA): 
There was.


FEMALE SPEAKER 3: 
Oh, and there was a bell.
He just told me there was a bell.
Bong. Bong.
Bong.
[ Background conversations ]
This one?
[ Sound effect ]
[ Background conversations ]
And then -- [laughter].
[ Background conversations ]
What? Oh, last Tuesday.
Yes.


NARRATOR: 
Now that you have seen the video, let's take a look
at smaller portions that highlight particular principles.
The activity of going to the drum store was implemented
in such a way that it demonstrates the use
of the 11 principles.
The principles are interwoven into the communicative exchanges
and information shared.
In this section of video, you see Jarvis
with his teacher reviewing his individualized daily calendar.
Since Jarvis uses a combination of tactile sign, tactile symbols
and spoken word to gather information,
the teacher uses a combination of these modes of communication
to provide confirmation to him
about the consequence of his day.
This anticipation allows Jarvis to feel safe and willing
to be a mutual participant in planned activities.
His teacher uses affirmations such as "yes"
to confirm his understanding.
She also uses key repetitions of words and signs to encourage
and ensure understanding, thus, encouraging motivation
for both participation and learning.


[Visual Description]
Jarvis sits knee-to-knee with an adult female. To the right of them is a large tactile calendar. As the adult speaks and signs tactilely to Jarvis, she reaches up to touch different objects on the calendar.
Jarvis and the same adult place some of the object cues from the calendar onto a strip of paper on a table between them. There are several of these papers on the table in front of him and, as they work, he chooses the appropriate activity strip and places the strip of paper next to him, below the calendar.


FEMALE SPEAKER 1:
Tuesday.


JARVIS:
Yes.


FEMALE SPEAKER 1:
Today is Tuesday.
Drum store.
Restaurant.
Music. Let's see.
Let's put that one right here.
Van. Explore.
Drum store with Matt.
[background sounds] Let's put that right up here.
Drum store, yes, with Matt.
And then let's see.
Music with Pascal.
Cook hot cereal, waffles at the dorm.
Let's put that right up here.
[background sounds] One more.
Choice time.
Let's get that one.
Hands. It's finished.
Yes. Yes. Yes.
Van, exploring, yes.
Drum store


NARRATOR: 
As you watch Jarvis walk through the drum store,
you see Matt provide his elbow
as physical support to enter the store.
When Jarvis reaches the steps, Matt stops to point
out the stairs and remind Jarvis of going to the drum store.
Repeated exposure to signs helps Jarvis access information
about the activity in a way that facilitates understanding.
Once inside the drum store, Matt introducing Jarvis
to the drum store employee named Tracy.
Matt says, "Say hi to Tracy" as a mean of introducing Jarvis
to a novel communication partner.
This is an important aspect of the intervention process,
in that Matt is providing Jarvis with information.
The information communicated is
that someone has entered his space
and Tracy is a willing communication partner
who has items to share.
In addition to Jarvis getting information,
Matt helps Tracy understand how Jarvis receives information.
Also Tracy learns how to greet Jarvis by waiving in his hand.
Providing information and not doing
for reflects Matt's respect for Jarvis
and the process of intervention.


[ Background sounds ]


MATT: 
Walk inside drum store.
Okay.
You say hi -- what was your name again?


TRACY: 
Tracy.


MATT: 
Tracy.
I wonder if you have a --
[inaudible] when you say T on your neck.
Tracy. Hi.
If you waive under his hands --


TRACY: 
Oh, okay.


MATT: 
Jarvis is deaf-blind.
He can hear a little bit,
but he really uses his touch to explore stuff.


TRACY: 
Okay.


MATT:
Hey. That's the drum. 


NARRATOR:
The importance of relationships is reflected
by Matt acknowledging Jarvis's feelings of uncertainty
when he says and signs "You're scared, it's okay.
Matt will help."
By honoring Jarvis's apparent hesitation, Matt continues
to build their relationship in order to provide opportunities
for trust and learning about Jarvis's environment
and the materials in it.
Matt made no assumption
about Jarvis's ability to explore the drum.
With patient support, Matt demonstrated his belief
that Jarvis could overcome his hesitation.
Matt chose the unconditional belief
in the value of intervention.


[ Background sounds ]


JARVIS: [makes sounds]
MATT: [laughter] Jarv, you're scared.
It's okay.
It's okay.
Matt will help.
[ Background sounds ]
Drum. Drum.
Drum. Drum.
Drum. Drum.
Drum. Jarvis turn.
He's holding on pretty tight.
Drum. Drum.


NARRATOR: 
In this segment, Jarvis communicates varied levels
of comfort with this activity in which he is participating.
This is illustrated by the positioning of his body,
particularly his hands.
Jarvis's level of comfort can be noticed
by how freely he uses his hands to interact with the mallets.
When Jarvis holds and moves the mallet towards the drum,
Matt says "All right, Jarvis" to encourage Jarvis to try again.
As Jarvis rests his head on Matt's back,
Matt stops playing the drum to allow Jarvis
to process what is happening.
Then Matt uses a combination of wait time,
as well as varied intensity of speed and pressure
with the drumming, in order to foster continued interaction
between Jarvis, himself, and the drum.
Matt's ability to interpret Jarvis's nonverbal signs
of communication echoes the importance
of reciprocal relationship between the learner
and their communication partners.


MATT:
What? Explore different drum?
Come here.
[ Background sounds ]


FEMALE SPEAKER 2: 
He singing over there?
[ Background sounds ]


MATT:
Yeah.
All right Jarvis.


FEMALE SPEAKER 2: 
Go. Go.


NARRATOR: 
Jarvis and Matt review an experience book
when they get into the van.
An experience book is a sequenced collection of symbols
or objects that represent activities or transitions
for a learner with deaf-blindness.
Through the use of this book, Jarvis is able
to solidify his memory of what has occurred to this point
in his day, which allows him a means to converse
with Matt about the events.
Through reviewing the experience,
Matt demonstrates the principles of intervention.


MATT:
Tuesday.
What's that?
Van. Van. Yeah.
Matt, uh-huh.
You walked and got the van with Matt.
You turn the page.
Turn the page.
Oh, excuse me, Jarv.
Explore, yeah, explore.
What's that?
What? The drum store.
Drum store.
[ Silence ]
What? What?
Ooh, the Mexican restaurant.
[ Background sounds ]
What? What?
Cookie? [laughter] Hey.
That is the cheese tortilla.
The drum store is finished.
Jarvis explored the drums.
He had this one.
[ Sound effect ]
He had the big drum.
[ Sound effect ]
[ Silence ]


[Visual Description]
The video jumps to show Jarvis sitting knee-to-knee with a female adult in a classroom with his experience book in his lap. They are communicating via tactile sign language about his trip to the drum store. 




NARRATOR:
Here Jarvis is having the opportunity
to relive his field trip to the drum store
that he went on a few days prior.
Having access to the experience book gives him the language base
that he needs to be able to have a communication exchange
between himself and his educator.
His anticipation and happiness is shown when he laughs
and beats the drum rhythm in relation to the symbol
for the drum and the xylophone.
His communication partner does a phenomenal job
of using voice intimation, pausing, signing,
and maintaining excitement to help motivate Jarvis
to want to share more.
Also, Matt has obviously shown this team member the rhythms
and noises that he used with Jarvis to assign meaning
to the various instruments at the store
so that she could replicate it.
Repeating the rhythmic patterns helps expand the meaning
for Jarvis.
When Jarvis smiles and giggles, she says, "Oh, you liked it"
to assign the meaning of joy to the feeling that he was showing
through his laughter and grin.
After playing the xylophone sequence,
you notice that Jarvis raises his hand because he wants
to switch to the pattern of the drumming rhythm.
His communication partner notices this request
and interprets his desire to talk about the drum.
Through keen observation, she is able to increase the number
of communication exchanges that she and Jarvis are able
to have while motivating him to want to tell her more.


FEMALE SPEAKER 3: 
Hi. Ooh, you got a book?
Book. Let's see.
Tuesday. Tuesday.
Oh, you went exploring.
Exploring.
Last Tuesday.
[ Background conversations ]
With Matt, and then turn the page.
Ooh, Jarvis.
Exploring [sound effect] the drum store.
Wow. Drum store.
Yeah. Turn the page.
[ Background conversations ]
[ Sound effect ]


[ Sound effect ]
[ Background conversations ]
Ooh, that was the large drum.
Yeah.


JARVIS: 
[laughter]


FEMALE SPEAKER 3: 
Oh, Jarvis and Matt.
Ooh, you're happy.
Jarvis and Matt were exploring the drum store.
[ Sound effect ]
[laughter]


MATT:
This is too good.
Oh my God.
I'm sorry, I can't keep a straight face back here.
[ Sound effect]


FEMALE SPEAKER 3: 
You liked it.
[ Background conversations ]
Yeah. What's that one?
[ Sound effect ]


JARVIS:
[laughter]


FEMALE SPEAKER 3: 
Hey, Jarvis.
Yeah.
[ Sound effect ]
What's that?
With. With -- was there one that went swish, swish, swish, swish,
swish, swish, swish, swish.
Wasn't there like a rain stick one?


MATT:
There was.


FEMALE SPEAKER 3: 
Oh, and there was a bell.
He just told me there was a bell.
Bong. Bong.
Bong.
[ Background conversations ]
This one?
[ Sound effect ]
[ Background conversations ]
And then -- [laughter].
[ Background conversations ]
What? Oh, last Tuesday.
Yes.


NARRATOR: 
In summary, this video showed three different people
interacting with Jarvis.
All three were providing high quality intervention,
which enabled Jarvis to access environmental information
in a manner that he understood and allowed him to feel safe.
Effective intervention practices provide the best possible
opportunity for people who are deaf-blind
to gather information, process it,
and develop communication, concepts, and skills.
[ Silence ]