This directory lists programs for deaf-blind children and youth, regional offices of the Helen Keller National Center for Deaf-Blind Youth and Adults, and programs for training teachers of deaf-blind students. Programs are listed alphabetically by state, with contact information provided. (DB)

This annotated bibliography lists 170 articles, books, and other professional publications related to blindness, visual impairment, and deaf-blindness. The bibliography's scope does not include medical literature or popular magazines. The entries are arranged alphabetically by author, and an analytical subject index is also supplied. (JDD)

This article tells the story of how Colby, a young boy who is congenitally deafblind, developed language and literacy. Narrative is coupled with video to illustrate how the following four instructional approaches and interventions supported his development: (1) daily schedule, (2) home-school journal, (3) experiential based literacy, and (4)…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It represents a 25-plus year collaborative effort between the National Consortium on Deaf-Blindness (NCDB), its predecessors and each state deaf-blind project throughout the…

The paper analyses issues in the hearing assessment of multihandicapped deaf-blind children. The experiences of the authors as consultants to centers for deaf-blind children are briefly noted. Advantages and disadvantages are considered for two basic approaches to hearing assessment: the electrophysiologic in which electricity from neural…

The paper examines the use of concrete symbol systems to make the transition from presymbolic to formal symbolic communication for deaf blind students. Comments focus on expressive use of concrete symbols and address two issues requiring further research: (1) the critical features of referent objects, concrete symbols, and concrete symbol arrays…

Ten papers are presented from a 1984 conference on research priorities in deaf-blindness. Each of five areas is examined first with a review of the literature and second with priorities for future research, summarizing the recommendations of the 10-member group. Responses to questionnaires sent to rehabilitation counselors, university affiliated…

The newsletter describes the development of a vocational training model for severely handicapped and deaf blind adolescents. The need for innovative vocational models in the secondary school is discussed. Three stages of the vocational training model are presented--assessment in five job samples (food service, groundskeeping-agriculture,…

Proceedings of a workshop (Pineville, Louisiana, July 13-14, 1970) on behavior modification programs for deaf-blind children are presented. James Lent discusses the principles of behavior modification and the habilitation of deaf blind children while Pat Aycock utilized case histories to consider shaping behavior of multiply handicapped crib…

The handbook for parents of deaf blind children describes practical techniques of child care for such activities as sitting, standing, walking, sleeping, washing, eating, dressing, toilet training, disciplining, and playing. For instance, it is explained that some visually handicapped children acquire mannerisms in their early years because they…

Presented are the proceedings of a 1975 conference on higher education for deaf blind persons which emphasized ways to raise the level of expectation that society and educators hold for the deaf blind. Noted are various communication methods used during the conference including platform interpreting (for the deaf) and the Tadoma method,…

Provided is an annotated bibliography with approximately 350 entries relating to the education and training of deaf blind individuals. The booklet is divided into three parts: part one contains references to books published by, for and/or about the deaf blind over a period of more than 130 years; part two contains references to articles published…

The article discusses the special techniques required for deaf-blind children. (DLS)

Response blocking, differential reinforcement for the omission of behavior (DRO), and a cuing technique were used with a profoundly retarded deaf/blind boy to reduce his stereotypic behaviors. Treatment was used for three high rate stereotypic behaviors and was found to be effective with each. (Author/CL)