Linda Hagood, SLP. Better Together: Relationship Based Programming (1/13-15/16)
New Mexico School for the Blind and Visually Impaired
REFERENCES FOR RELATIONSHIP-BASED TEACHING WITH CHILDREN
WHO HAVE VISUAL IMPAIRMENT AND ATYPICAL SOCIAL
DEVELOPMENT (updated 7/15)
AUTISM—BEHAVIORAL APPROACHES
Barbera, M. (2007) The Verbal Behavior Approach. London: Jessica Kingsley. (the
“Carbone Method”) (NOT a relationship-based method, but demonstration of
conventional ABA programming)
Bondy, A. and Frost, L. (2002a). A picture’s worth: PECS and other visual
communication strategies in autism. Bethesda, MD: Woodbine house
Frost, l. and Bondy, A. (1994) PECS: The training manual, Picture Exchange
Communication System.
*Koegel, R. & Koegel, L. (2006). Pivotal response treatments for autism:
Communication, social & academic development. Baltimore: Brookes Publishing Co.
Leaf, R. and McEachin, J (1999) A Work in Progress: Behavior Management Strategies
and a Curriculum for Intensive Behavioral Treatment of Autism. New York: DRL Books
Lovaas, O.I. (1987) Behavioral treatment and normal educational and intellectual
functioning in young autistic children. Journal of consulting and clinical psychology, 55
(1) 3-9.
AUTISM—COGNITIVE APPROACHES
Gray, C. (2000) The new social stories book. Arlington Texas: Future Horizons
Mesibov, G., Shea, V., and Schopler E. The TEACCH Approach to autism spectrum
disorders. New York: Springer Science Business Media, Inc.
Winner, M.G. (2006) Think social: A social thinking curriculum for school aged students
(http://www.socialthinking.com)
Winner, M.G. (2007) Thinking about you: Thinking about me (2nd. Ed.)
(http://www.socialthinking.com)
* blended approach, incorporating elements of behavioral and cognitive programming
with a relationship based foundation
Linda Hagood, SLP. Better Together: Relationship Based Programming (1/13-15/16)
New Mexico School for the Blind and Visually Impaired
AUTISM—RELATIONSHIP BASED APPROACHES
Greenspan, Stanley I. and Wieder, Serena (2006) Engaging autism: Helping children
relate, communicate and think with the DIR floortime approach. Cambridge, MA. Da
Capo Press
Gutstein, S. and Sheely, R. (2002) Relationship development interventions with young
children. London: Jessical Kingley Publishers
Gutstein, S. and Sheely, R. (2002) Relationship development intervention with children,
adolescents, and adults.
Koenig, K. P., Buckley-Reen, A., & Garg, S. (2012). Efficacy of the Get Ready to Learn
yoga program among children with autism spectrum disorders: A pretest–posttest control
group design. American Journal of Occupational Therapy, 66, 538–546.
http://dx.doi.org/10.5014/ajot.2012.004390
Prizant, B., Wetherby, A. Rubin, E., Laurent, A.., Rydell, P. (2005). SCERTS model: A
comprehensive educational approach for children with autism spectrum disorders. Vol I:
Assessment, Vol. II: Program planning and intervention. Baltimore: Brookes Publishing
Company.
*Rogers, S.; Dawson, G., & Vismara, L. (2012) An Early start for your child with
autism: Using evergyday activities to help kids connect, communicate, and learn. New
York: Guilford press.
Rogers, S. and Dawson, G. (2010) Early Start Denver Model for Young Children with
Autism: Promoting language learning and engagement. New York: Guilford Press.
*Rogers, S. and Dawson, G. (2009) Early Start Denver Model Curriculum Checklist for
young children with autism. New York: Guilford press.
Solomon, R. et al. (October 2014) PLAY Project Home Consultation Intervention
Program for young children with autism spectrum disorders. Jnl. Of Developmental
Pediatrics, 35, 475-485.
Sonders, S. (2003) Giggle time: Establishing the social connection. London: Jessica
Kingsley
Sumar, Sonia. Yoga for the Special Child: A Therapeutic approach for infants and
children with Down Syndrome, Cerebral Palsy, and Learning Disabilities.
www.yogamovement.com, www.specialyoga.com
Sussman, F. (1999) More than words: Helping parents promote communication and
social skills in children with autism spectrum disorder. Toronto: The Hanen Centre.
* blended approach, incorporating elements of behavioral and cognitive programming
with a relationship based foundation
Linda Hagood, SLP. Better Together: Relationship Based Programming (1/13-15/16)
New Mexico School for the Blind and Visually Impaired
Wolfberg, P. (2003) Peer play and the autism spectrum: The art of guiding children’s
socialization and imagination (Integrated Play Groups field manual) Shawnee Mission,
KS: Autism Asperger Publishing Co.
AUTISM/ SEVERE DISABILITIES—ACTIVITY-BASED PROGRAMMING
Bricker, D. & Cripe, J.(1992) . An activity based approach to early intervention.
Baltimore:
Brown, L. et al. (1979) . A strategy for developing chronological age-appropriate and
functional curriculat content for severely handicapped adolescents and young adults
Journal of Special Education, 13, 81-90.
Falvey, Mary. (1989) Community-Based Curriculum: Instructional strategies for
Students with Severe Handicaps. Baltimore: Paul Brookes
Levack, N. et al. (1996, 1997) Basic Skills for Community Living: A curriculum for
students with visual impairments and multiple disabilities. Austin: Texas School for the
Blind and Visually Impaired
VISUALLY IMPAIRED
Blaha, R. (2001) Calendars for students with multiple impqirments including
deafblindness. Austin: Texas School for the blind and Visually Impaired.
Chen, D. & Downing, J.E. (2006) Tactile strategies for children who have visual
impairment and multiple disabilities: Promoting communication and learning skills. New
York: AFB press.
Publisher’s website: http://www/afb.org/store
Gaylord-Ross, R.J., Kekelis, L.S. & Sacks, S.Z. (1992). Development of social skiolls by
blind and visually impaired children: Exloratory studies and strategies. New York: AFB
Press.
Gense, DJ & Gense, MH (2005) Autism spectrum disorders and visual impairment:
Meeting students’ learning needs. New York: American Fouindation for the Blid
Hagood, Linda (2008) Better Together: Building Relationships with People who have
Autism and Visual Impairment . Austin: TSBVI.
Hagood, Linda (1997) Communication: A guide to teaching students with visual and
multiple impairments. Austin: TSBVI.
Klein,M. Diane, Chen, Deborah; Haney, Michele (2000) Promoting learning through
active interaction: A guide to early communication with young children who have
multiple disabilities. Baltimore: Paul H. Brookes.
* blended approach, incorporating elements of behavioral and cognitive programming
with a relationship based foundation
Linda Hagood, SLP. Better Together: Relationship Based Programming (1/13-15/16)
New Mexico School for the Blind and Visually Impaired
Hobson, Peter (2005) Why connect? On the relation between autism and blindness. In
Linda Pring (Ed.) Autism and Blindness. New Jersey: John Wiley and Sons Publishing
Miles, Barbara & Riggio, Marianne (Eds.) (1999) Remarkable conversations: A guide to
developing meaningful communication with children and young adults who are
deafblind. Watertown, MA: Perkins School for the Blind
Miles, Barbara (2003) Talking the language of the hands to the hands: The importance
of hands for the person who is deafblind.
(Publisher’s web site: http//www.dblink.org/lib/hands/htm)
Pring, Linda, (Ed) (2005) Autism and blindness: Research and reflections. London:
Whurr Publishers
Sacks, S.Z. & Wolffe, K.E. (2006). Teaching social skills to students with visual
impairment: From theory to practice. New York: AFB Press.
Publisher’s web site: www.afb.org/store
Sandler AM and Hobson RP (2002) On engaging with people in early childhood: The
case of congenital blindness. Clinical Child Psychology & Psychiatry.
*Smith, Millie. (2012) Symbols and Meaning. American Printing House for the Blind,
Inc., Louisville, KY.
TYPICAL DEVELOPMENT
Bailey, Becky A. (2000) I Love You Rituals (New York: Harper Collins)
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Gibbs, Nancy (1995, October 2). The EQ Factor. Time magazine. Web reference at
http://www.time.com/time/classroom/psych/unit5_article1.html
Hobson, R. P. (2002) The Cradle of thought: Exploring the Origins of thinking. London:
Macmillan
Khalsa, Shakta Kaur (1998) Fly like a butterfly: Yoga for children. New York: Sterling
Publishing.
McGeHee, Les (2006) Plays well with others. Austin, Tx: Dalton Publishing
Sher, B. (2013). The whole spectrum of social, motor andsSensory Games. San
Francison: Jossey Boss.
Solis, Sydney. Storytime yoga: Teaching yoga to children through story.
www.storytimeyoga.com.
Wenig, Marsha. YogaKids. www.yogajournal.com/pracice/210_
* blended approach, incorporating elements of behavioral and cognitive programming
with a relationship based foundation
Linda Hagood, SLP. Better Together: Relationship Based Programming (1/13-15/16)
New Mexico School for the Blind and Visually Impaired
* blended approach, incorporating elements of behavioral and cognitive programming
with a relationship based foundation