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Journal Article 1: Luetke-Stahlman, B. (1994). Procedures for socially integrating preschoolers who are hearing, deaf, and hard-of-hearing. Topics in Early Childhood Special Education, 14, 472–487.

Abstract: Although the popularity of including preschoolers who are deaf and hard-of-hearing into a variety of preschool facilities is increasing, facilitating social integration of preschoolers who are hearing, deaf, and hard-of-hearing is particularly challenging (Antia, 1988). This is in part because language difference (e.g., use of American Sign Language rather than English), modality difference (e.g., sign use rather than speech), or language delay have the potential to render ineffective both adult and peer conversation. In this article, the relationship between communication and social integration is explored, followed by information pertaining to intervention and evaluation of social integration activities with children who are deaf and hard-of-hearing. Finally, we describe several components to assist adults who wish to facilitate the social integration of preschoolers who are hearing, deaf, or hard-of-hearing. It is hoped that those attempting the proposed techniques will disseminate objective, data-based accounts of outcomes to fill the gap in the current literature base.

Journal Article 2: Gibson, J. L., Pennington, R. C., Stenhoff, D. M., & Hopper, J. S. (2010). Using desktop videoconferencing to deliver interventions to a preschool student with autism. Topics in Early Childhood Special Education, 29, 214–225.

Abstract: The purpose of this study is to evaluate the impact of functional communication training on elopement when consultation support is delivered via desktop videoconferencing. An ABAB design was used to evaluate the effectiveness of functional communication training to reduce the elopement of a preschool student with autism. Intervention development, teacher training, and data collection were conducted at a distance using technology. Results show that the teaching staff was able to implement the intervention with a high degree of fidelity and that elopement was significantly reduced during intervention phases. The authors discuss the implications of using desktop videoconferencing to deliver consultation support, along with future applications in early childhood settings.