Linda Hagood, SLP. Better Together: Relationship Based Programming (1/13-15/16)

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 (

Winner, M.G. (2007) Thinking about you: Thinking about me (2nd. Ed.) (

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: JessicalKingley 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.

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.

Sussman, F. (1999) More than words: Helping parents promote communication and social skills in children with autism spectrum disorder. Toronto: The Hanen Centre.

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:

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.

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//

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:

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

Hobson, R. P. (2002) The Cradle of thought: Exploring the Origins of thinking. London: Macmillan

Khalsa, ShaktaKaur (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.

Wenig, Marsha. YogaKids.

* blended approach, incorporating elements of behavioral and cognitive programming with a relationship based foundation