The Structure of the Sessions in the Home

A basic principle of the intervention is that the deaf consultant attempts to work with the whole family rather than become focused only on the deaf child.

The structure of each one-hour session was set out as follows:

(a)  Game playing and family interaction (20 minutes) - playing games with toys, learning about taking turns, touching, social communication, how to explain.

(b)  Sign language tuition (20 minutes) - structured sign language programme, supported by written materials and videotapes.

(c)  Informal discussion (20 minutes) - a chance for the parent to ask questions and voice their concerns.

The time periods gradually adapted to the needs of the family and so sign sessions might be longer if that was a need while the discussion session was initially much shorter as the deaf consultant and family took time to get to know each other.

After each visit we the deaf consultant prepared a progress sheet.  This required responses to simple questions eg

Did this game work well?  Why not? 
How did the signing session work out?  Or why didn't it work well? 

This provides a record which allows us to determine see which aspects worked well and which did not.  As a result of this analysis, some alterations were made in the second year.

Instead of the same deaf consultant visiting the same family each week, the deaf consultants are now trained to specialise in two or three teaching blocks.  They work with different families for six weeks at a time.  This enables families to meet different deaf adults with different experiences and backgrounds.  Also, parents can ask for more relevant and appropriate blocks for their specific needs.

We have now improved the accompanying materials, re-organising and re-structuring them in terms of 6 week themes.  The blocks have weekly information sheets and exercises.  They are often accompanied by videotapes which demonstrate sign vocabulary and sign use as well as giving some hints on interaction in different situations.  The blocks in use are:

(i)  Basic Interaction:   this covers touch, eye contact, pointing, waving, attention

(ii)  Everyday situations' signs - getting up in the  morning, going shopping, etc - this is accompanied by a video tape

(iii)  Rooms in the home - kitchen, bedroom - again this is accompanied by a videotape

(iv)  Basic BSL grammar

(v)   Storytelling with video

(vi)  Preparing to go to school - with accompanying video.  This is a double block which contains a great deal of material filmed at the school for the deaf showing the experiences of the child and the signs which are relevant for this.

(vii)  Questions - how to ask and recognise a question

These materials are now incorporated in the training programme and can be used by a number of consultants with a range of families.

In-Service Training

As well as their home visits, deaf consultants had a monthly meeting, which was a chance for them to have discussions about the progress made with their families.  These meetings proved invaluable as the deaf consultants were able to share some of their ideas.  At the same meetings the new blocks were discussed and training provided.

Families and Children

In the first year there were fifteen families, with deaf children aged from one year to 11 years.  There were  eleven deaf consultants working with these families.  In the second year, there were 16 families and nine consultants.  In total, some 20 deaf people were trained as consultants.  Consultants might work with more than one family at a time.

There was no obvious pattern of cause of hearing loss or family factors.  Of the second year sample, 9 of the 16 families had 3 or more children.  Hearing loss averages varied from severe to profound.  Age of entry to the programme was initially expected to be older around two years and a number of members of staff expressed doubts about introducing the deaf consultants too early.  In the event, it proved very easy and then ultimately very desirable to introduce the deaf consultants very soon after diagnosis in conjunction with the teacher's visits to the home or the parents visits to the weekly parents group meetings.

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This page was last modified January 29, 2007
jim.kyle@bris.ac.uk