Timeout, a widely used approach with severely handicapped and deaf blind students, is nevertheless potentially aversive and should not become a routine procedure. The decision to employ timeout from positive reinforcement should be based on careful consideration of the child's behavior, the severity of the target behavior, and the need for…

This collection of three issues focuses on competencies for teachers of learners who are deaf-blind, living with deaf-blindness, and resources in Australia for parents and families of students who are deaf-blind. Articles include: (1) "Research-to-Practice Focus: Competencies for Teachers of Learners Who Are Deafblind" (Marianne Riggio),…