standard manual sign that a signer produces directly on the
receivers body instead of on his/her own body.
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.
Signer places the tips of his or her index and middle fingers
on the childs palm.
TO SLEEP: Signer places his or her palm
on childs cheek.
the sign touch the childs body where the child would
typically produce the sign if using it expressively (e.g.,
sign MOTHER by touching the childs chin with the thumb
of your 5 handshape).
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 childs physical and occupational therapist
should be consulted.
on body must be easy for the child to discriminate from other
physical contact, (e.g., when being positioned).
not require the child to have motor skills.
children may be more receptive to having signs made on their
bodies than having their hands manipulated through sign movements.
made on the childs 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).
sign can be made on the childs 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).
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.
sender and the receiver need to know each other well and be
comfortable with using signs on body.
creation of idiosyncratic signs for an individual child who
is deaf-blind limits the number of communication partners.
potential vocabulary of signs on body is limited and other communication
methods will be needed.
child may perceive a sign on the body as a touch cue.
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).
on body may not be used consistently or made in the same way
by everyone who interacts with the child.
signs involve movements that are difficult for the receiver
to perceive if the sign is made on his or her body.
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).
on Body represents a synthesis of information from Project
SALUTEs focus groups, National Advisory Committee, staff
activities, and a review of relevant literature such as the
Here for Examples