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From Participation to Communication: Bodily-Tactile Early Intervention for Children with Visual Impairment and Additional Disabilities

October 29 @ 10:00 am11:00 am EDT


1. Learners will identify the challenges that children with VIAD and their parents face in early interactions

2. Learners will understand how the bodily-tactile modality can be used to enhance the participation and communication of children with VIAD at the preverbal stage of language development

3. Learners will gain insights from the results of the bodily-tactile early intervention.


October 29
10:00 am – 11:00 am EDT
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Online (Zoom)


  • Sini Peltokorpi

    University of Turku, Department of Psychology and Speech-Language Pathology, Turku, Finland



Early interactions between children with visual impairment and additional disabilities (VIAD) and their parents may be compromised due to the children’s disabilities. The bodily-tactile modality can be used to compensate for a child’s lack of vision.  


This study explored the effects of bodily-tactile early intervention on four one-year-old children with VIAD and their mothers. 


The video recordings from baseline, intervention, and follow-up sessions were analyzed using a Bodily-Tactile Coding Procedure, Multimodal Conversation Analysis, and Emotional Availability Scales.  


During the intervention, the mothers increased their use of the bodily-tactile modality in early social games and communication. The participation of the children with VIAD also increased. One child developed new gestural expressions based on bodily-tactile play experiences. The children were more emotionally available to their mothers during the intervention.  


The results suggest that the intervention improved the quality of interactions between children with VIAD and their mothers.