Behavior Resources

Any child may develop problem behaviors, but young ones with blindness or visual impairment are at risk for specific inappropriate behaviors, including repetitive mannerisms and self-stimulatory patterns. Parents and teachers will find explanations that help in understanding the reasons for the behavior, advice for appropriate interventions, and suggestions for reinforcing desirable behavior that will enhance the child's social success.

Find tips to help you sort through why your child is displaying self-injurious behaviors and how you can help them stop.

Source: WonderBaby

Treasure Baskets are collections of real objects that encourage a child to explore different sensory characteristics. This article offers suggestions of items to include in the baskets and discusses some of the educational benefits for young children.

Source: Nursery World

The charts in this 6-page document by Marilyn and Jay Gense compare typical development, development of children who are blind or visually impaired, and children who have autism as well as visual impairments. The charts focus on communication, social interactions, patterns of behavior, and responses to sensory information.

Source: FocusFamilies

Tips for parents on observing skills development, missing or delayed skills in children with visual impairments, and dealing with difficult or challenging behaviors.

Source: FamilyConnect

Three behavioral characteristics are commonly found among individuals with Congenital Rubella Syndrome. Author John Walters stresses the necessity of understanding the whole person and the function of behaviors before considering intervention.

Source: National Center on Deaf-Blindness (NCDB)

Helping your child with visual impairments under how nonverbal behavior and body language contribute to communication.

Source: FamilyConnect for Parents of Children with Visual Impairments

Cindy O'Connell describes strategies for understanding and responding to challenging classroom behaviors whose causes are hard to identify. Also available as a PDF.

Source: Perkins eLearning

This webcast featuring Dr. Christine Roman-Lantzy provides information about the specific characteristic behaviors of CVI and provides information regarding the evaluation of functional vision.

Source: Perkins eLearning Webcast

Barbara Miles and Barbara McLetchie describe types of concepts and the relationships, attitudes, and environments that promote their development in students who are deafblind; in English, Spanish, and Chinese.

Source: National Consortium on Deaf-Blindness (NCDB)

This article by Terese Pawletko and Lorraine Rocissano compares the presentation of similar behaviors in children with blindness and autism. "Historically, many of the behaviors exhibited by blind children were labeled as 'autistic-like' but were attributed to their blindness. We seek to clarify some of these misconceptions."

Source: Texas State School for the Blind and Visually Impaired (TSBVI)

Dixie Jordan's overview helps parents "understand problem behaviors …. If we learn about the behaviors and know when and where they are likely to happen, we can plan positive strategies to teach new behaviors."

Source: U.S. Office of Special Education Programs (OSEP)

Psychologist offers suggestions to address sleeping challenges for children who are blind or visually impaired in this video webcast

Source: Perkins School for the Blind, Perkins eLearning

This article explores five reasons why a baby might not sleep. Some of these problems are experienced by all babies, some are specific to blind babies. Each sleep problem is accompanied by a sleep solution.

Source: WonderBaby.org

A wealth of information can be found here on all topics related to infants and toddlers, and the adults who spend time with them. The online information includes many specific tips on topics ranging from play to sleep.

Prof. Grace Lappin describes how infant massage can provide another way for the caregiver and child to interact, establish contact and communication, and develop a deep bond. (Microsoft Word Document)

Source: DVI Quarterly, 2003, Council for Exceptional Children (CEC)Division on Visual Impairments

Kate Moss and Robbie Blaha look at self-stimulation as a common behavior during leisure time. They consider whether such behaviors can be stopped or redirected, and whether modifications of the behavior and the environment may be appropriate.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

This tip sheet offers specific suggestions to assist a child in understanding and adjusting to changes in routine.

Source: California Deaf-Blind Services

NCDB is a national technical assistance and dissemination center for information about deafblindness. While most resources focus on the needs of children and youth, there is wealth of information here in the Adult Services section.

PBIS was established "to address the behavioral and discipline systems needed for successful learning and social development of students." The Center provides information and technical support "to assist states and districts in the design of effective schools."

Information on Optic Nerve Atrophy disorder, symptoms, behaviors, research and links to related sites.

Source: U.S.National Library of Health- Pubmed Health

This site offers an overview, a self-study course with a quiz section to test your comprehension, readings, activities, resources, and more.

Source: Cornell University

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