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Contact: Effects of an Intervention Program to Foster Harmonious Interactions between Deaf-Blind Children and Their Educators

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2010‘People who need people’: attachment and professional caregiving84 cited
2014Definitions of deafblindness and congenital deafblindness79 cited
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2006From intersubjectivity to subjectivity: the transformative roles of emotional intimacy and imitation67 cited
2003Toward a Diagnostic Intervention Model for Fostering Harmonious Interactions between Deaf-Blind Children and Their Educators59 cited
2015A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind55 cited
2019Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy49 cited
2006Interaction Between the Teacher and the Congenitally Deafblind Child47 cited
2016Communication and language profiles of children with congenital deafblindness44 cited

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2011Effects of video‐feedback interaction training for professional caregivers of children and adults with visual and intellectual disabilities44 cited

2015Communication and Language in Learners Who Are Deaf and Hard of Hearing With Disabilities: Theories, Research, and Practice43 cited

2012Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special Needs42 cited

2006Using imitation with congenitally deafblind adults: establishing meaningful communication partnerships40 cited

2006Applying the Diagnostic Intervention Model for Fostering Harmonious Interactions between Deaf-Blind Children and their Educators: A Case Study34 cited

2019Engagement and inclusion of individuals with a dual sensory loss and learning disability in the assessment process-staff perspectives4 cited