Improving Practices for Learners with Deaf-Blindness: A Consultation and Coaching Model

Artman-Meeker K. Fettig A. Barton E. E. Penney A. Zeng S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35, 183–196. doi:10.1177/0271121415595550

Bethune K. S. Wood C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36, 97–114. doi:10.1177/0888406413478637

Blaha R. Cooper H. Irby P. Montgomery C. Parker A. (2009). Teachers of students with deaf-blindness: Professionalizing the field. Division on Visual Impairments Quarterly, 54, 49–51.

Chen D. Klein M.D. Haney M. (2007). Prompting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum. Infants & Young Children, 20, 149–162. doi:10.1097/01.IYC.0000264482.35570.32

Dunst C. J. Trivette C. M. (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12, 119–143. doi:10.1080/10522150802713322

Ferrell K. A. Bruce S. Luckner J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations

Fischer A. J. Clark R. Askings D. Lehman E. (2017). Technology and telehealth applications. In Luiselli J. K. (Ed.), Applied behavior analysis advanced guidebook: A manual for professional practice (pp. 135–163). New York, NY: Elsevier-Academic Press.

Fixsen D. Blase K. Metz A. Van Dyke M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79, 213–230. doi:10.1177/001440291307900206

Garland K. V. Vasquez E. III Pearl C. (2012). Efficacy of individualized clinical coaching in a virtual reality classroom for increasing teachers’ fidelity of implementation of discrete trial teaching. Education and Training in Autism and Developmental Disabilities, 47, 502–515.

Haynes D. Grisham-Brown J. (2013). Reach for the stars: Planning for the future (2nd ed.). Louisville, KY: American Printing House for the Blind.

Individuals With Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (2006 & Supp. V. 2011).

Killoran J. (2007). National deaf blind child count: Instructions and definitions. Monmouth, OR: National Consortium on Deaf-Blindness, Teaching Research Institute, Western Oregon University. Retrieved from http://documents.nationaldb.org/products/Childcountreview0607Final.pdf

Knight J. (2009). Coaching. Journal of Staff Development, 30, 18–22.

Knight J. Elford M. Hock M. Dunekack D. Bradley B. Deshler D. D. Knight D. (2015). 3 steps to great coaching: A simple but powerful instructional coaching cycle nets results. Journal of Staff Development, 36, 10–16.

Kretlow A. G. Bartholomew C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279–299. doi:10.1177/0888406410371643

Lauger K. (2013). The box of deaf-blindness. Division on Visual Impairments Quarterly, 58, 37–46.

National Consortium on Deaf-Blindness. (2016). The 2016 national child count of children and youth who are deaf-blind. Monmouth, OR: National Consortium on Deaf-Blindness, Teaching Research Institute, Western Oregon University. Retrieved September 30, 2017, from http://nationaldb.org/TAChildCount.php

Parker A. T. McGinnity B. L. Bruce S. M. (2011). Educational programming for students who are deaf-blind: A position paper of the Division on Visual Impairments. Retrieved from Council for Exceptional Children website: http://community.cec.sped.org/dvi/resourcesportal/positionpapers

Ruble L. A. Dalrymple N. J. (2002). COMPASS: A parent–teacher collaborative model for students with autism. Focus on Autism and Other Developmental Disabilities, 17, 76–83. doi:10.1177/10883576020170020201

Ruble L. A. Dalrymple N. J. McGrew J. H. (2010). The effects of consultation on individualized education program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32, 286–301. doi:10.1177/1053815110382973

Ruble L. A. McGrew J. H. Toland M. D. Dalrymple N. J. Jung L. A. (2013). A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism. Journal of Consulting and Clinical Psychology, 81, 566–572. doi:10.1037/a0032003

Snyder D. (2016). Experiences of families raising a child who is deaf-blind and teacher reponse to those shared experiences (Unpublished doctoral dissertation). Northern Kentucky University, Highland Heights.

Wiley S. Parnell L. Belhorn T. (2016). Promoting early identification and intervention for children who are deaf/hard of hearing, children with vision impairment, and children with deaf-blind conditions. Journal of Early Hearing Detection and Intervention, 1, 26–33.

Zeza M. Stavrou P. D. (2015). Program of educational intervention for deaf-blind students. In Tan Y. Shi Y. Buarque F. Gelbukh A. Das S. Engelbrecht A. (Eds.), Lecture notes in computer science: Vol. 9142. Advances in swarm and computational intelligence (pp. 472–478). Cham, Switzerland: Springer International. doi:10.1007/978-3-319-20469-7_50

Zoom. (n.d.). About Zoom. Retrieved from https://zoom.us/about