Building relationships takes time to experience communication and gain trust in one another. For learners with DeafBlindness, the need for building these experiences is significant. Trust occurs through consistent interactions over time for learners with DeafBlindness. The most important component for creating communication opportunities is knowing your learner. You have to know what they can see and hear as well as what other senses they use.
Reciprocal interactions are important in the trust-building process. When encouraging reciprocal communication, it’s vitally important to recognize their attempts. It may not look like typical communication using verbal or written methods. The following details need to be addressed:
- How are they trying to communicate with you?
- How do they make requests?
- How do they make comments and observations of what is going on in their environment?
- How do you acknowledge these components?
Think about it; If you feel ignored, you may give up on making attempts at communication. Many times when we share in a conversation, we just want to be heard by others. How do you help learners with DeafBlindness know that they have been heard? Imitation is a great way to let them know that you are acknowledging their interactions.
How do you initiate a conversation with a learner with DeafBlindness? It’s important to provide awareness that you are there and ready to communicate. First, observe and know your student’s typical methods of communicating with others. Be present in conversation opportunities. Be close enough so the individual can feel, see, and/or hear you. When approaching and preparing for an interaction, let them know that you are there, such as by placing your hands in a space where they can reach and touch when they are moving their hands around. Your sudden movements may startle and cause anxious feelings and decreased trust.
Imitating their movements is a great way to encourage them to be comfortable in a communicative situation. Look for ways that the student responds to you. It can be through imitating you, turning towards you, turning away from you, or stopping what they are doing and remaining very still.
According to the Open Hands, Open Access DeafBlind Intervener Modules, here are some important keys to building trusted relationships:
When it is the communication partner’s turn to communicate:
- Acknowledge what the student just did
- Offer a new ‘topic’ of communication
- Wait for the student to respond.
When it is the student’s turn to communicate:
- Observe the student
- Wait and do not interrupt the student
- Maintain availability using hands and/or feet to ensure the student knows that you are still attending to them.
Building trust is the basis of increasing receptive and expressive communication for learners with DeafBlindness. For more information about building trusted relationships, check out this link for the Open Hands, Open Access module on Building Trusted Relationships.
Do you have examples to share about building trusted relationships? If so, please share in the comment section below.
Reference:
https://www.nationaldb.org/products/modules/ohoa/building-trust/
Julie Brickhouse, MAEd, NBCT
ECU DB Technical Consultant