Article2013

Effects of Wait Time when Communicating with Children who have Sensory and Additional Disabilities

31 citations0/0 files storedJournal of Visual Impairment & Blindness

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Behavioral and Psychological Studies Hearing Impairment and Communication Assistive Technology in Communication and Mobility

Abstract

Introduction This study utilized wait-time procedures to determine if they are effective in helping children with deafblindness or multiple disabilities that include a visual impairment communicate in their home. Methods A single subject with an alternating treatment design was used for the study. Zero- to one-second wait time was utilized before prompting for a response during three baseline sessions. This was compared to 5-, 10-, and 15-second wait-time increments used during six intervention sessions. Three participants with visual impairments, developmental disabilities, and communication delays participated in the study. One of the participants was deafblind. Results All three participants responded twice as often during intervention phases as in baseline sessions. The results showed that 5-, 10-, and 15-second wait times were effective when reciprocally communicating with children who have multiple disabilities with a visual impairment or deafblindness. Discussion The findings of this study determined that wait time was effective and showed promising results for children with deafblindness or multiple disabilities. The study indicated that such children need time to process what is being asked in order to respond appropriately. Prompting quickly can frustrate the child with disabilities. Limitations of the study included heterogeneity and fragile medical condition of the participants, distractions, and the need for future research on the use of this technique. Implications for practitioners By utilizing at least five seconds of wait time, parents and educators may be able to see an increase in appropriate responses from the child. Wait-time interventions could increase opportunities for learning, social interaction, and communication, and are easily implemented with little to no training.

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References

2001The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays 1993Teaching Preschool Children with Disabilities to Respond to the Lures of Strangers 1989A comparison of procedures in teaching self-help skills: Increasing assistance, time delay, and observational learning 1995The development of communication in blind and in deaf infants—similarities and differences 2000Teacher-Implemented Prelinguistic Communication Intervention 1992TEACHING SAFETY SKILLS TO HIGH SCHOOL STUDENTS WITH MODERATE DISABILITIES 1995Hand in hand : essentials of communication and orientation and mobility for your students who are deaf-blind 1991Teaching Chained Tasks in Dyads

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2016The State of Research on Communication and Literacy in Deafblindness

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