Technology-Based Communication Interventions for Students Who Are Deafblind

Aceves T. C. Kennedy M. J. (Eds.) (2024). High-leverage practices for students with disabilities (2nd edition). Council for Exceptional Children and CEEDAR Center.

Bruce S. M. (2002). Impact of a communication intervention model on teachers’ practice with children who are congenitally deafblind. Journal of Visual Impairment & Blindness, 96(3), 154–168.

Bruce S. M. Bashinski S. M. (2017). The trifocus framework and interprofessional collaborative practice in severe disabilities. American Journal of Speech-Language Pathology, 26(2), 162–180. https://doi.org/10.1044/2016_AJSLP-15-0063

Bruce S. M. Ivy S. E. Brum C. (2024). Severe and multiple disabilities. In Kauffman J. M. Hallahan D. P. Pullen P. C. (Eds.), Handbook of special education (3rd ed., pp. 327–359). Routledge.

Bruce S. M. Luckner J. L. Ferrell K. A. (2018). Assessment of students with sensory disabilities: Evidence-based practices. Assessment for Effective Intervention, 43(2), 79–89. doi.org/10.1177/15345084177083

Bruce S. M. Nelson C. Perez A. Stutzman B. Barnhill B. A. (2016). The state of research on communication and literacy in deafblindness. American Annals of the Deaf, 161, 424–443. https://www.jstor.org/stable/26235293

Bruce S. Sacks S. Brum C. (2016). Assessment of students who have visual impairments and additional disabilities. In Sacks S. Zatta M. (Eds.), Keys to educational success: Teaching students with visual impairments and multiple disabilities (pp. 101–147). AFB Press.

Brum C. (2023). Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies. British Journal of Visual Impairment, 41(3), 489–503. https://doi.org/10.1177/02646196211059748

Brum C. Bruce S. M. (2023a). Instructional strategies to support shared reading with students who are deafblind. British Journal of Visual Impairment, 41(3), 504–516. https://doi.org/10.1177/02646196221077219

Brum C. Bruce S. M. (2023b). Shared reading with students who are deafblind: Instructional materials and learning environments. Journal of Visual Impairment & Blindness, 117(6), 418–428. https://doi.org/10.1177/0145482X2311839

Brum C. Bruce S. M. (2024). Comprehension for students who are deafblind: Perspectives from teachers, interveners, and parents. Communication Disorders Quarterly, 45(3), 170–180. https://doi.org/10.1177/1525740123116921

Da Fonte A. Boesch M. C. Dodd R. E. Bennett B. P. Edwards-Bowyer M. E . (2016). The SETT framework: SETTing the classroom for communication success. DADD Online, 3(1), 108–122.

Dammeyer J. Ask Larsen F. (2016). Communication and language profiles of children with congenital deafblindness. British Journal of Visual Impairment, 34(3), 214–224. https://doi.org/10.1177/0264619616651301

Evmenova A. (2020). Implementation of assistive technology in inclusive classrooms. In Chambers D. (Ed.), Assistive technology to support inclusive education (pp. 177–193). Emerald. https://doi.org/10.1108/S1479-363620200000014014

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

Floyd K. Galyon C. L. Floyd-Norris K. (2020). Overcoming barriers: Use of assistive technology to access curriculum. TEACHING Exceptional Children, 52(6), 436–439. https://doi.org/10.1177/00400599209361

Gargiulo R. M. Bouck E. C. (2021). Special education in contemporary society: An introduction to exceptionality (7th ed.). Sage.

Hartmann E. (2016). Instructional strategies: A universal design for learning approach. In Sacks S. Z. Zatta M. C. (Eds.), Keys to educational success: Teaching students with visual impairments and multiple disabilities (pp. 204–226). AFB Press and Perkins School for the Blind.

Herzberg T. S. Rosenblum L. P. Robbins M. E. (2017). Teachers’ experiences with literacy instruction for dual-media students who use print and braille. Journal of Visual Impairment & Blindness, 111(1), 49–59. https://doi.org/10.1177/0145482X17111001

Jones B. A. Peterson-Ahmad M. Fields M. Williams N. (2021). Training preservice teachers to match assistive technology to student needs. Journal of Special Education Technology, 36(4), 271–283. https://doi.org/10.1177/0162643420918337

Luckner J. L. Bruce S. M. Ferrell K. A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), 225–241. https://doi.org/10.1177/1525740115597507

McCarthy T. Anderson D. Emerson R. W. (2023). Components of valid learning media assessments. Journal of Visual Impairment & Blindness, 117(6), 407–417. https://doi.org/10.1177/0145482X231188700

Miles B. McLetchie B. (2008). Developing concepts with children who are deafblind. National Consortium on Deafblindness. https://www.nationaldb.org/info-center/developing-concepts-factsheet

National Center on Deafblindness. (2020). Appropriate assessment strategies: NCDB practice guide. U.S. Department of Education, Office of Special Education Programs.

National Center on Deafblindness. (2023). 2022 National deafblind child count report. https://ncdb-childcount-2022.netlify.app/

Nelson C. Bruce S. M. (2016). Critical issues in the lives of children and youth who are deafblind. American Annals of the Deaf, 161(4), 406–411. http://www.jstor.org/stable/26235291

Park J. Gremp M. Ok M. W. (2024). Effects of assistive technology instruction on pre-service teachers: A systematic review. Journal of Special Education Technology, 39(3), 349–362. https://doi.org/10.1177/01626434231210988

Peckham-Hardin K. D. Hanreddy A. Ogletree B. T. (2018). Preparing teachers to facilitate communication skills in students with severe disabilities (Document No. IC17). University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center. http://ceedar.education.ufl.edu/tools/innovation-configurations/

Sanford L. Burnett R. (2008). Functional vision and learning media assessment kit. American Printing House for the Blind.

Satterfield B. (2016). History of assistive technology outcomes in education. Assistive Technology Outcomes & Benefits, 10(1), 1–18.

Zabala J. S. (1995). The SETT framework: Critical areas to consider when making informed assistive technology decisions. Region IV Education Service Center.

Zabala J. S. (2020). The SETT framework: A model for selection and use of assistive technology tools and more. In Chambers D. (Ed.), Assistive technology to support inclusive education (pp. 17–36). Emerald Publishing Limited.