A groundbreaking approach to teaching essential self-help skills to preschoolers who are deafblind has been developed by researchers. Led by MaryAnn Demchak, Ph.D., BCBA-D., professor of special education at the University of ÁùºÏ±¦µä, Reno, and Jill Grattan, Ph.D. this innovative method employs the System of Least Prompts (SLP).
“Very little research occurs with students who have severe, multiple disabilities that include deafblindness,” Demchak said. “This study extends prior research to this population and provides teachers and other practitioners with effective educational strategies.”
In their study, the researchers focused on teaching three crucial self-help skills – hand washing, hand drying and entry routines – to preschoolers aged 3 to 5 with vision and hearing impairments, along with multiple disabilities. Remarkably, 75% of the participants showed increased independence in mastering these targeted skills.
Self-help skills play a pivotal role in daily life, impacting health and shaping social acceptance. However, until now, research in this area for deafblind preschoolers with multiple disabilities has been limited.
The findings of this study demonstrate the effectiveness of SLP as part of an intervention package in teaching self-help skills to young children with multiple disabilities, including deafblindness. Although the mastery criterion wasn't universally achieved, the significant increase in independence among 75% of the participants is noteworthy.
“Interacting with the students and seeing their progress as a result of systematic teaching using SLP was very rewarding,” Grattan said.
Preschoolers with multiple disabilities, including deafblindness, often require extensive support in their daily activities. Therefore, any progress toward independence, even with some level of support or modification, is significant. Educators working with this population can now rely on evidence from this study to inform their teaching strategies, particularly emphasizing the effectiveness of SLP.
Jill Grattan, who earned her doctoral degree in Education: Special Education and Disability Studies from the University of ÁùºÏ±¦µä, Reno, has collaborated with Demchak on various research studies focusing on individuals with disabilities.
“It is a privilege to collaborate with current and former doctoral students to make contributions to the field of severe, multiple disabilities, including the area of deafblindness,” Demchak said.
This study offers valuable insights, demonstrating that self-help skills can be effectively taught to deafblind preschoolers. This not only promises to foster healthy habits and well-being but also lays the foundation for future independence, ultimately enhancing the quality of life for both the children and their caregivers.
