Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual communication forms (i.e., multimodal) in addition to verbal communication is needed. Data were collected from 15 teacher–student dyads from four states through behavioral coding of videotaped language samples, teacher surveys, and the Communication Matrix assessment. Overall, teachers used verbal communication significantly more than additional classroom staff. Teachers in a state that required a severe/profound certification had significantly higher rates of overall communication, visual communication, and had students with higher communication levels.

对课堂环境进行了分析，以更好地了解成人语言建模率以及教师认证实践是否会导致与聋哑 (DB) 学习者的差异。还研究了与通信速率相关的学生特征。当存在双重感觉丧失时，除了口头交流之外，还需要使用触觉和视觉交流形式（即多模式）。通过录像语言样本的行为编码、教师调查和沟通矩阵评估，从四个州的 15 名师生二人组收集数据。总体而言，教师使用口头交流的次数明显多于额外的课堂工作人员。需要严格/深刻认证的州的教师在整体交流、视觉交流、