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SIGN
ON BODY
Definition
A
standard manual sign that a signer produces directly on the
receiver’s body instead of on his/her own body.
Purpose
To
provide an effective method of communicating a manual sign tactilely
to a child who is unable to perceive the sign visually. Designed
to assist the development of receptive communication by children
who are deaf-blind and who have extremely limited expressive
and receptive communication.
Examples
STAND:
Signer places the tips of his or her index and middle fingers
on the child’s palm.
TIME
TO SLEEP: Signer places his or her palm
on child’s cheek.
Considerations
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1.
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Make
the sign touch the child’s body where the child would
typically produce the sign if using it expressively (e.g.,
sign MOTHER by touching the child’s chin with the thumb
of your 5 handshape). |
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2.
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If
a child has a severe neurological impairment, the type and
placement of touch must be selected carefully. In most cases,
a sign on body that involves a firm touch (STAND) is more
effective than one that involves a light movements (e.g.,
WAIT). The child’s physical and occupational therapist
should be consulted. |
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3.
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Signs
on body must be easy for the child to discriminate from other
physical contact, (e.g., when being positioned). |
Advantages
- Does
not require the child to have motor skills.
- Some
children may be more receptive to having signs made on their
bodies than having their hands manipulated through sign movements.
- Signs
made on the child’s body keeps the child in contact with
others and helps prepare the child for other forms of tactile
communication (e.g., coactive signs, touching objects).
- A
sign can be made on the child’s body while the child is
examining an object, engaging in an activity, or demonstrating
an emotion (i.e., the meaning of the sign can be connected simultaneously
with the referent).
Disadvantages
- The
use of "sign on body" may be uncomfortable for the
communication partner and the receiver because of differences
in their age, gender, relationship, culture, and experiences.
- The
sender and the receiver need to know each other well and be
comfortable with using signs on body.
- The
creation of idiosyncratic signs for an individual child who
is deaf-blind limits the number of communication partners.
- The
potential vocabulary of signs on body is limited and other communication
methods will be needed.
- The
child may perceive a sign on the body as a touch cue.
- Signs
on body are limited to receptive communication and in the types
of messages that may be conveyed (e.g., letting the child know
what is about to happen, providing comfort, providing praise
or making a request).
- Signs
on body may not be used consistently or made in the same way
by everyone who interacts with the child.
- Some
signs involve movements that are difficult for the receiver
to perceive if the sign is made on his or her body.
- Signs
on body that are poorly selected or used inappropriately may
startle, annoy, or confuse the child (e.g., trigger an aversive
reaction if the child does not like a particular type of touch
or being touched).
Source
Sign
on Body represents a synthesis of information from Project
SALUTE’s focus groups, National Advisory Committee, staff
activities, and a review of relevant literature such as the
following bibliography.
Click
Here for Examples
Bibliography
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