Books and Articles about Early Intervention

by DB-LINK on Sep 9, 2014
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Many excellent publications on early intervention are not available online. The following is a list of some key resources. If you would like help locating items on the list or finding additional information, contact us at

2006-0117 Early Intervention for Children Who Are Deafblind --Murdoch, Heather. EDUCATIONAL AND CHILD PSYCHOLOGY, vol. 21, #2, pp. 67-79. (2004) Limited research has been undertaken regarding the benefits of early intervention for children with deaf-blindness. Effective early intervention is needed, especially as the national introduction of newborn hearing screening will lower the average age at diagnosis. The complexity of the disability means that many professionals are usually involved in delivering intervention, necessitating effective multidisciplinary coordination. In this paper, the effects of deaf- blindness on development are summarized and the literature on early intervention for children with deaf-blindness is reviewed, together with an overview of findings from work with children with single sensory impairments and anecdotal evidence from programs in other countries (the author of this paper is in the UK) with well-developed services for children with deaf-blindness. The review indicates that the provision of early intervention for children with deaf- blindness should be specialized, coordinated, and family-focused. The requirements for children with other complex low-incidence disabilities are likely to be similar. The author is at the School of Education, University of Birmingham.

2014-0199 Essential Elements in Early Intervention: Visual Impairment and Multiple Disabilities/ Chen, Deborah (Ed.) -- AFB Press: 2014, 647. This book presents information about assessment and intervention strategies for infants and young children (birth to 36 months) who have visual impairment in addition to other disabilities, including deaf-blindness. Specific topics covered include: a description of early intervention services, including the rationale for early intervention based on recent research about brain development; current federal requirements; early developmental needs and the importance of caregiver interactions; early identification, including a discussion of conditions associated with multiple disabilities; functional vision assessment; hearing loss assessment, including functional hearing assessment; and interventions that focus on early communication.  Available from AFB Press, Customer Service, P.O. Box 1020, Sewickley, PA 15143, 1-800-232-3044, (412) 741-0609 (fax).  Information in this book is derived from The Model Demonstration Early Intervention Network Serving Infants Who are Deaf-Blind and Their Families, funded by the U.S. Department of Education from 1993 to 1997.  An earlier manual, "Effective Practices in Early Intervention," was also produced as a result of the project.  Publisher's web site:  

2006-0291 Issues in the Management of Infants and Young Children Who Are Deaf-Blind -- Holte, Lenore; Prickett, Jeanne Glidden; Van Dyke, Don C.; Olson, Richard J.; Lubrica, Pena; Knutson, Claudia L.; Knutson, John F.; Brennan, Susan; Berg, Wendy. INFANTS AND YOUNG CHILDREN, vol. 19, #4, pp. 323-337. (2006) Young children with major auditory and visual impairments are identified as "deaf-blind." They have unique communication, developmental, emotional, and educational needs that require special knowledge, expertise, technology, and assistance. Having a child with this dual sensory impairment can create emotional and financial stress on a family. Programs that provide consultative training and technical assistance for families, education, and service providers are key in meeting the needs of such children and their families. Behavior concerns, circadian rhythm disturbances, amplification, and special education needs all require expert and prompt attention. New research is adding to our knowledge of cochlear implants, cortical stimulators, and augmentative communication, which have the potential to improve the quality of life for the child who is deaf-blind. This article is intended to introduce professionals from a variety of disciplines to current practices and important considerations in intervention with infants and young children who are deaf-blind. It also includes discussion of the crucial role of family support in optimizing outcomes for these children. A companion article on evaluation of infants and young children who are suspected of or who are determined to be deaf-blind previously appeared in Infants & Young Children, vol. 19, #3.

2005-0087 Young Children Who are Deaf-Blind: Implications for Professionals in Deaf and Hard of Hearing Services --Chen, Deborah. VOLTA REVIEW, vol. 104, #4, Winter 2004, pp. 273-284. (2004)Most professionals (e.g., teachers, speech and language therapists, audiologists) providing deaf and hard of hearing services may not be experienced in working with a child who has a visual impairment in addition to a hearing loss. However, these professionals play a critical role in facilitating early identification and providing early intervention services to infants and pre-schoolers who are deaf-blind. This article identifies high risk factors associated with deaf-blindness. It provides relevant definitions, basic information on types of visual impairment, ways to enhance a child's use of vision and touch, and considerations in working with a young child who is deaf- blind.

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