- Selected Topics
- What is Deaf-Blindness
- Definitions of Deaf-Blindness
- Causes of Deaf-Blindness
- National Child Count & Demographics
- Communication Overview
- Early Communication
- Prelinguistic Communication
- Object Communication
- Symbolic Communication
- Sign Language
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
- Identification & Referral
- Early Intervention
- Assessment Overview
- Assessment Tools and Instruments
- Alternate Assessment
- Program Planning
- IEP Development
- IDEA (Individuals with Disabilities Education Act)
- Assistive Technology
- History of Deaf-Blind Education
- Self Determination
- Person Centered Planning
- Postsecondary Education
- Independent Living
- Customized Employment
- Sex Education
- Adult Services
- Intervener Services
- Support Service Provider
- Personnel Development & Training
- Interpreting for Deaf-Blind Individuals
- Interpreting for Deaf-Blind Individuals - Annotated Bibliography
- Training Resources
- Family Resources
- Personal Narratives - Family Stories
- Personal Narratives
- Art & Writing
- Cochlear Implants
- Functional Hearing
- Functional Vision
- Sensory Integration
- Central Auditory Processing Disorder/Auditory Neuropathy
- CHARGE Syndrome Webcasts and Presentations
- CHARGE Syndrome
- Congenital Rubella Syndrome (CRS)
- Cortical Visual Impairment
- Retinal Degenerative Disease
- Usher Syndrome
- Applications of Technology
- Research to Practice
- Topical Overviews
- Practice Perspectives
- Tools For TA
- Information Packets
- Deaf-Blind Perspectives
- Webinar Recordings
- NCDB eNews
- Archived Webinars
Research and Effective Practice Supporting Early Identification and Referral Activities
The materials below help to answer the question “Why is early identification and referral important?” and “How does the research support the need for early identification and referral"?
Dunst, C. J. (2005). Repeated visits to primary referral sources are likely to be more successful than one-time contacts.Endpoints, 1(1), 1-2.
Dunst, C. J. (2006). Improving outreach to primary referral sources.TRACE Practice Guide: Child Find, 1(3), 1-5.
Dunst, C. J. (2006). Providing feedback to primary referral sources.TRACE Practice Guide: Referral, 1(4).
Dunst, C. J. (2006). Providing regular feedback to primary referral sources is more likely to result in sustained referrals.Endpoints, 2(1), 1-2.
Dunst, C. J. (2006). Tailoring printed materials can help improve child find and increase referrals from primary referral sources.Endpoints, 2(4), 1-2.
Dunst, C. J. & Clow, P. W. (2007). Public awareness and child find activities in Part C early intervention programs.Cornerstones,3(1), 1-7.
Dunst, C. J., & Gorman, E. (2006). Physician referrals of young children with disabilities: Implications for improving child find.Cornerstones,2(1), 1-9.
Dunst, C. J., & Gorman, E. (2006). Practices for increasing referrals from primary care physicians.Cornerstones,2(5), 1-10.
Dunst, C. J., & Hamby, D. W. (2006). Tailoring printed materials for improving child find.Cornerstones,2(4), 1-11.
Dunst, C. J., Trivette, C. M., & Hill, G. (2007). A universal checklist for identifying infants and toddlers eligible for early intervention.TRACE Practice Guide: Referral, 2(1), 1-5.
Dunst, C. J., Trivette, C. M., Shelden, M., & Rush, D. (2006). Academic detailing as an outreach strategy for increasing referrals to early intervention.Snapshots, 2(3), 1-9.
Trivette, C. M., & Dunst, C. J. (2006). Tracking pathways of referrals to early intervention.Snapshots, 2(5), 1-4.
Trivette, C. M., Dunst, C. J., & Sandler, A. (2006). Early intervention and preschool special education endorsements by the American Academy of Pediatrics.Snapshots, 2(4), 1-7.
Trivette, C. M., Rush, D., Dunst, C. J., & Shelden, M. (2006). Direct mailings to parents and self-referrals to early intervention.Snapshots, 2(2), 1-7.