Module Sources and References
Aitken, S., Buultjens, M., Clark, C., Eyre, J., & Pease L. (Eds). (2000). Teaching children who are deafblind: Contact, communication and learning. David Fulton Publishers.
American Speech-Language-Hearing Association. (n.d.). Augmentative and alternative communication (AAC). https://www.asha.org/public/speech/disorders/aac
Beukelman, D. R., & Light, J. C. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes Publishing Company.
Bittinger, C. (2014, September 12). Tactile symbols [Webinar]. Texas School for the Blind and Visually Impaired. https://library.tsbvi.edu/Play/7599#!
Blaha, R., Clyne, M., Hartman, V., Borg, J., & Martin, B. (2014, September, rev.). Strategies for interacting and communicating with students [Google slides]. In An overview of deaf-blindness and instructional strategies, Open hands, open access: Deaf-blind intervener learning modules. National Center on Deafblindness. https://docs.google.com/presentation/d/1qGFUNw3blHYpvt0ZSqljA_nZC3g7WjzT5ozEZWICc8E/edit?usp=sharing
Brady, N. C., & Bashinski, S. M. (2008). Increasing communication in children with concurrent vision and hearing loss. Research and Practice for Persons with Severe Disabilities, 33(1–2), 59–70.
Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., ... & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.
Bruce, S. M. (2010). Holistic communication profiles for children who are deaf-blind. AER Journal: Research and Practice in Visual Impairment and Blindness, 3(3), 106-114.
Clyne, M., Hegg, L., Kitterman, T., McGowan, H., & Shin, S. (2016, September). Accessing the curriculum and the environment [Online module]. In Open hands, open access: Deaf-blind intervener learning modules. National Center on Deafblindness. https://www.nationaldb.org/products/modules/ohoa/curriculum/
The communication matrix. (n.d.). https://www.communicationmatrix.org/
Downing, J. E., Hanreddy, A., & Peckham-Hardin, K. D. (2015). Teaching communication skills to students with severe disabilities. Paul. H. Brookes Pub. Co.
Downing, J. E., Peckham-Hardin, K. D., & Hanreddy, A. (2015). Accessing communication skills. In J. E. Downing, A. Hanreddy, & K. D. Peckham-Hardin (Eds.), Teaching communication skills to students with severe disabilities, (3rd ed., pp. 51-83). Paul. H. Brookes Publishing Company.
Hagood, L. (n.d.). The question of symbol standardization: An invitation to discussion. Paths To Literacy. https://www.pathstoliteracy.org/question-symbol-standardization-invitation-discussion/
Kennedy, B., Miranda, L., Lester, J., Foster, D., McGowan, P., Cote, M., Sanders, D. (2014, September, rev.). Symbolic communication development [Google slides]. In Progressing from non-symbolic to symbolic communication and complex language, Open hands, open access: Deaf-blind intervener learning modules. National Center on Deafblindness. https://docs.google.com/presentation/d/1Pb85-ZXkhO3L47R8qO6aPqjIk8cYaKfRJkLav0Hb9cE/edit#slide=id.g297de807b_00
Leonet, O., Orcasitas-Vicandi, M., Langarika-Rocafort, A., Mondragon, N. I., & Etxebarrieta, G. R. (2022). A systematic review of augmentative and alternative communication interventions for children aged from 0 to 6 years. Language, speech, and hearing services in schools, 53(3), 894–920.
Miles, B., & McLetchie, B. (2008, February). Developing concepts with children who are deaf-blind. National Consortium on Deaf-Blindness. https://www.nationaldb.org/info-center/developing-concepts-factsheet/
Miles, B., & Riggio, M. (1999). Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind. Perkins School for the Blind.
NCDB Proficient Communicators Workgroup, Identification Subcommittee. (2020, May 1). Proficient communicators who are deafblind: A tool for identification. https://www.nationaldb.org/media/doc/PC_identification_tool.pdf
National Center on Deafblindness. (2016, July 19). Communication compilation. [Video]. https://youtu.be/j2gvnXPoM58
National Center on Deafblindness. (2020, September 30). NCDB professional development webinar: Meeting the needs of proficient communicators. https://www.nationaldb.org/updates/meeting-needs-proficient-communicators/
National Consortium on Deaf-Blindness. (2008, August). The path to symbolism. Practice Perspectives, 3, 1–4. https://www.nationaldb.org/info-center/path-to-symbolism-practice-perspectives/
National Consortium on Deaf-Blindness. (2009, September). Teaching prelinguistic communication. Practice Perspectives, 5, 1–5. https://www.nationaldb.org/info-center/prelinguistic-communication-practice-perspective/
National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (n.d.). Communication bill of rights. https://www.asha.org/siteassets/njc/njc-communication-bill-rights.pdf
National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (2020, January 9). NJC August 1. [Video]. https://youtu.be/6a_HXZHNNCQ
Pennsylvania Training and Technical Assistance Network (PaTTAN). (2022). Communication plan for a child who is deaf or hard of hearing (annotated) - school age. https://www.pattan.net/Forms/Communication-Plan-for-a-Child-Who-Is-Deaf-or-Har?NodeId=1097523
Peterson, D., Blaha, R., & O'Donnell, R. (2020, September 16). Meeting the needs of proficient communicators. https://www.nationaldb.org/media/doc/Fact_Sheet_Meeting_the_Needs_of_Proficient_Communicators_1.pdf
Rowland, C. (Ed.). (2009). Assessing communication and learning in young children who are deafblind or who have multiple disabilities. Design to Learn Projects, Oregon Health and Science University. https://documents.nationaldb.org/DeafBlindAssessmentGuide_Rowland.pdf
Rowland, C., & Schweigert, P. (2000). Tangible symbol systems: Making the right to communicate a reality for individuals with severe disabilities. Oregon Health and Science University.
Texas School for the Blind and Visually Impaired. (n.d.). Tactile symbols. https://txdeafblindproject.org/instructional-strategies/tactile-symbols/
Texas School for the Blind and Visually Impaired. (2024). IEP checklist for proficient communicators who are deafblind. https://txdeafblindproject.org/wp-content/uploads/2024/03/IEP-Checklist-with-Summaries.docx.pdf
Trief, E., Cascella, P. W., & Bruce, S. M. (2013). A field study of a standardized tangible symbol system for learners who are visually impaired and have multiple disabilities. Journal of Visual Impairment and Blindness, 107(3), 180–191.