Updated 12/2005

This is a partial list of materials on this topic available from DB-LINK. In most instances, DB-LINK is able to provide a copy of the complete article. For this and other questions or information that you may need, please contact DB-LINK, (800) 438-9376 or (800) 854-7013 (TTY) or email: dblink@tr.wou.edu.

2001-0596

Child-guided Strategies for Assessing Children who are Deafblind or have Multiple Disabilities [CD-ROM] --Nelson, Catherine; van Dijk, Jan, Dr. The Netherlands: AapNootMuis Educainment. ([2001]) Through the use of over 40 video clips, this interactive CD-ROM demonstrates strategies for determining how best to teach children who are deaf-blind or have multiple disabilities. Users are asked to answer several series of questions pertaining to the video clips. The answers are then discussed along with options for obtaining more information. Comprehensive assessments of two children follow the interactive overview. Using an interactive question and answer format, the viewer can design an individualized education program for the two children. The CD-ROM also contains an index of terms pertaining to deaf-blindness and multiple disabilities. Each term is defined, explained in depth, and illustrated by video clips. In addition to a comprehensive printed article detailing the assessment process, 12 full text articles by Dr. van Dijk and colleagues are included. The publications provide insight into how Dr. van Dijk views the assessment and education of children with deaf blindness and/or multiple disabilities. There is no publication date on the CD-ROM, but it became available in 2001. Now available in Spanish. The cost is $50.00. To order send a check (payable to Joe Franken) to Joe Franken, 4619 Spyglass Drive, Dallas, TX 75287. E-mail: franbola@sbcglobal.net. It may also be ordered from Vision Associates (http://www.visionkits.com or contact Kathleen Appleby at kathleen@visionkits.com). Publisher's web site: http://www.AapNootMuis.com

2001-0431

Child-Guided Strategies for Understanding Children who are Deafblind or have Severe Multiple Disabilities : The van Dijk Approach to Assessment --Nelson, Catherine; van Dijk, Jan. The Netherlands: Instituut Voor Doven. (2001) This paper describes a process for assessing young children with severe multiple disabilities that was developed by Dr. van Dijk and colleagues in the Netherlands. The assessment follows the lead of the child, with the child's interests and movements guiding the assessment. It looks at the underlying processes of learning including biobehavioral state, orienting response, habituation, anticipation and routine learning and their use in social interaction, communication and problem solving. Each area is described and suggestions for assessment and intervention in each area are provided. A sample protocol with observations, child strengths and needs, and suggestions for intervention is included. The document accompanies a CD-Rom published by van Dijk. Publisher's web site: http://www.aapnootmuis.com

2002-0018

Congenital Rubella : Victims and Victors --van Dijk, Jan. 2001 Symposium on Deafblindness: Communities & Connections. (2001) This is the group of handouts Jan van Dijk presented at his workshop at the 2001 Symposium on Deafblindness. Describes the delayed manifestations congenital rubella including the effects of bi-lateral cataract and/or hearing impairment on behavior and learning. Discusses a number of his theories and research studies.

1997-0422

Deafblind Children --van Dijk, Jan; Janssen, Marleen; Nelson, Catherine. Meervoudig Gehandicapten: Een Zorg Apart (Rotterdam, 1993) (1993) In this work, the authors discuss the definition of deafblindness, assessment of hearing and visual acuity, combined sensory impairment, causes of deafblindness, psychological examination methods for children who are deafblind, Usher syndrome, congenital deafblindness, deprivation (sensory, experiential, and social) and its consequences, attachment theory, social education theory, calendar systems, attachment relationships as a basis for communication, development of anticipation and communication, and communication systems.

1993-0740

Educational Curriculum for Deaf-Blind Multi-Handicapped Persons --Dijk, Jan van. Sensory Impairments in Mentally Handicapped People. David Ellis (Ed.) (1986) Brief description of van Dijk's theory and teaching method, including co-active movement and resonance phenomenon. Focuses first on helping the severely sensorily impaired child to form attachments through co-active movements and responsiveness, structuring the child's daily routine and characterization of people in child's environment. Also addresses the development of communication by structuring the context through anticipation, use of drawings, and imitation.

2002-0129

Enhancing the Quality of Interaction Between Deafblind Children and Their Educators --Janssen, Marleen J.; Riksen-Walraven, J. Marianne; van Dijk, Jan P.M. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, vol. 14, #1, March 2002, pp. 87-109. (2002) This article gives information about a study that examined the effects of an educator oriented intervention program to improve the quality of the interactions between deafblind children and their teachers. The study included four children aged six through nine and their 14 teachers. It includes descriptions of the study, behavioral issues, and educator responses. Also includes detailed statistical analysis of the data.

2002-0308

Framework for Understanding Young Children With Severe Multiple Disabilities : The van Dijk Approach to Assessment --Nelson, Catherine; van Dijk, Jan; McDonnell, Andrea P.; Thompson, Kristina. TASH. RESEARCH & PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, vol. 27, #2, 2002, pp. 97-111. (2002) This article describes a framework for assessing young children with severe multiple disabilities that was developed by Dr. Jan van Dijk and colleagues in the Netherlands. The assessment is guided by the lead of the child as it looks at the underlying processes of learning including biobehavioral state, orienting response, learning channels, approach-withdrawal, memory, interactions, communication, and problem solving. Through the use of two case studies, each of the learning processes is described along with suggestions for assessment and intervention. A sample protocol with observations, child strengths and needs, and suggestions for intervention is included.

2002-0277

Handouts 1-6 --Jan van Dijk. San Diego, C: Handouts from the California Coming Together 2002 Conference on Deaf-Blindness, May 16-18, 2002, San Diego, CA. (2002) This document contains descriptions of 6 handouts from the California Deaf-Blind Conference in 2002. Issues covered include establishing a secure bond with your child, helping the brain to grow, providing appropriate input, increasing memory, establishing routines, and using the calendar to converse with your child. Also provides information on appropriate methods of communication, and creating a positive atmosphere.

1998-0163

History and Change in the Education of Children Who Are Deaf-Blind Since the Rubella Epidemic of the 1960s : Influence of Methods Developed in the Netherlands --van Dijk, J.; Nelson, Catherine. DEAF-BLIND PERSPECTIVES, vol.5, #2, Winter 1997-98, pp.1-5. (1997) The approach to education of individuals who are deaf-blind has changed significantly since the rubella epidemic occurred in the United States and Western Europe in the early 1960s. This article examines how methods developed in the Netherlands influenced later theories and practices, and how those theories have evolved and changed over time. Through the collaboration and sharing of knowledge of many countries, successful methodologies have increased rapidly since the time of the Rubella outbreak. This knowledge has successfully been disseminated to many educators around the world. Some of the new theories discussed include: "feeling of competence"; attachment theory; conversation techniques; using objects of reference in communication; using calendars to enhance conversations; play; and social relationships. The roles of sign language in deaf-blind education; parents in the decision-making process; and inclusion, are areas where there is still a need for continued evaluation. Available on the web: http://www.tr.wou.edu/tr/dbp/pdf/dec97.pdf

1995-0145

Non-Verbal Deaf-Blind Child and His World : His Growth toward the World of Symbols --Dijk, Jan van. Watertown: Perkins School for the Blind. Developing Individually Appropriate Communication and Language Environments: Book A. Nan Robbins (Ed.) (1983) This clipping is actually a short introductory piece titled "Deaf-Blindness Is Characterized by a Unique Way of Being" which is followed by the more complete explanation of the way motor skills are important to the development of communication skills in children who are deaf-blind.

2001-0432

Principles of Assessment for Children with Multiple Sensory Disabilities or Deafblindness --Nelson, Catherine; van Dijk, Jan. The Netherlands: Instituut Voor Doven. (2001) This two page digest lists the general conditions and recommendations for a successful assessment. It is an accompaniment to "Child-Guided Strategies for Understanding Children who are Deafblind or have Severe Multiple Disabilities: The van Dijk Approach to Assessment".

2002-0019

Stress : The Destroyer of Healthy Brain Formation --van Dijk, Jan. 2001 Symposium on Deafblindness: Communities & Connections. (2001) This is the handouts provided during the presentation on stress at the 2001 Symposium on Deafblindness. Describes a neurobiological model of stress and the principles of development. Provides charts on the model.

1997-0071

Syndromes, Behavior, and Educational Intervention --van Dijk, J.P.M.; Nelson, Catherine. DEAF-BLIND PERSPECTIVES, vol. 4, #2, Winter 1996-1997, pp.1-9. (1996) The authors explore the impact of three syndromes on behavior: Congenital Rubella Syndrome (CRS), Usher Syndrome, and CHARGE assocation. The influence of environment on behavior is also discussed. The authors contend that teams of professionals from various disciplines must work together with children and their families in order to ascertain the origin and management of a behavior. They believe that through respect for the importance of environment, negative outcomes can be prevented despite the presence of many symptoms. Available on the web: http://www.tr.wou.edu/tr/dbp/pdf/dec96.pdf

2002-0020

What is Essential in van Dijk's Approach to Persons with Multiple Sensory Impairments --van Dijk, Jan. 2001 Symposium on Deafblindness: Communities & Connections. (2001) These are the handouts from a presentation at the 2001 Symposium on Deafblindness. The handouts include information on creating a book of reference for persons with deafblindness through the mutual exploration of a mother and child with deafblindness. Provides examples of using objects of reference, meeting an unfamiliar person, using tactile signs, and creating a calendar box.

1993-0739

Working with deaf-blind children and adolescents --Dijk, Jan van. TALKING SENSE, 33, Winter 1987, pp.7-9. (1987) Deals with co-active movement, language development, and the Van Dijk approach to communication.