Proactive Strategies to Avoid Distress (Tier 2)

Teacher gently engages a young girl who is deafblind through touch.
Teacher gently engages a young girl who is deafblind through touch.

Strategies for addressing behaviors that do not resolve underlying issues of communication, security, and control, may work in the short-term, but these solutions usually result in the return of the behavior or in replacement behaviors that may be even more troubling. Lasting change comes from providing more information, teaching new skills, modifying activities or environments, and finding ways to give the child more choices and influence of this should occur within responsive environments and relationships. Children who are deafblind or visually and multiply impaired, generally need unique Tier 2 strategies to address the impact of sensory loss, limited mobility, and ongoing stress.

The most important consideration is not what to do in the moment in response to distressed behavior, but what to do continuous basis to help prevent it from occurring. Preventing distressed behavior is best achieved through use of consistent strategies that create an environment in which the child who is deafblind or has visual and multiple impairments feels safe, successful, independent, and connected. 

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