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2016 Index by Author

Amaral, Isabel. See Villas Boas, Ferreira, de Moura, Maia, & Amaral.

Andrews, Jean. See Wang, Andrews, Liu, & Liu.

Anthony, Tanni L., “Early identification of infants and toddlers with deafblindness,” 412–423.

Arndt, Katrina, & Parker, Amy, “Perceptions of social networks by adults who are deafblind,” 369–383.

Baker, Sharon, & Scott, Jessica, “Sociocultural and academic considerations for school-age d/Deaf and hard of hearing multilingual learners: A case study of a deaf Latina,” 43–55.

Barnhill, Brooke A. See Bruce, Nelson, Perez, Stutzman, & Barnhill.

Bowen, Sandy K. See Correa-Torres & Bowen.

Bowen, Sandy K., “Early intervention: A multicultural perspective on d/Deaf and hard of hearing multilingual learners,” 33–42.

Bruce, Susan M. See Nelson & Bruce.

Bruce, Susan M., Nelson, Catherine, Perez, Angel, Stutzman, Brent, & Barnhill, Brooke A., “The state of research on communication and literacy in deafblindness,” 424–443.

Byrne, Andrew P. J. See Supalla, Cripps, & Byrne.

Cannon, Joanna E. See Guardino & Cannon.

Cannon, Joanna E., Guardino, Caroline, & Gallimore, Erin, “A new kind of heterogeneity: What we can learn from d/Deaf and hard of hearing multilingual learners,” [Introduction to Special Issue], 8–16.

Cannon, Joanna E., & Luckner, John L., “Increasing cultural and linguistic diversity in deaf education teacher preparation programs,” 89–103.

Cawthon, Stephanie W., Johnson, Paige M., Garberoglio, Carrie Lou, & Schoffstall, Sarah J., “Role models as facilitators of social capital for Deaf individuals: A research synthesis,” 115–27.

Chilvers, Amanda. See Pizzo & Chilvers.

Clark, M. Diane. See Wolsey, Dunn, Gentzke, Joharchi, Clark, & the CSEDL Team.

Correa-Torres, Silvia M., & Bowen, Sandy K., “Recognizing the needs of families of children and youth who are deafblind,” 454–461.

Cripps, Jody H. See Supalla, Cripps, & Byrne.

The CSEDL Team. See Wolsey, Dunn, Gentzke, Joharchi, Clark, & the CSEDL Team.

de Moura, Maria Cecília. See Villas Boas, Ferreira, de Moura, Maia, & Amaral.

Dunn, Kim Misener. See Wolsey, Dunn, Gentzke, Joharchi, Clark, & the CSEDL Team.

Ferreira, Léslie Piccolotto. See Villas Boas, Ferreira, de Moura, Maia, & Amaral.

Gallimore, Erin. See Cannon, Guardino, & Gallimore.

Garberoglio, Carrie Lou. See Cawthon, Johnson, Garberoglio, & Schoffstall.

Gentry, Betholyn. See Toliver-Smith & Gentry.

Gentzke, Scott W. See Wolsey, Dunn, Gentzke, Joharchi, Clark, & the CSEDL Team.

Grushkin, Donald A., “Writing signed languages: What for? What form?” 509–527.

Guardino, Caroline. See Cannon, Guardino, & Gallimore.

Guardino, Caroline, & Cannon, Joanna E., “Deafness and diversity: Reflections and directions,” 104–112.

Haakma, Ineke, Janssen, Marleen, & Minnaert, Alexander, “Understanding the relationship between teacher behavior and motivation in students with acquired deafblindness,” 314–326.

Hartman, Maria C. See Rosen, Hartman, & Wang.

Hartmann, Elizabeth, & Weismer, Patricia, “Technology implementation and curriculum engagement for children and youth who are deafblind,” 462–473.

Hartshorne, Timothy S., & Schmittel, Megan C., “Socialemotional development in children and youth who are deafblind,” 444–453.

Holcomb, Leala, “Finally! A formula for making positive changes in deaf education,” [Book Review], 398–399.

Janssen, Marleen. See Haakma, Janssen, & Minnaert.

Jassal, Yasmine R., “Learning about Deaf culture: More accessible than previously thought,” [Book Review], 583–584.

Joharchi, Hannah A. See Wolsey, Dunn, Gentzke, Joharchi, Clark, & the CSEDL Team.

Johnson, Paige M. See Cawthon, Johnson, Garberoglio, & Schoffstall.

Li, Degao, Zhang, Fan, & Zeng, Xihong, “Similarities between deaf or hard of hearing and hearing students’ awareness of affective words’ valence in written language,” 303–313.

Liu, Chun Jung. See Wang, Andrews, Liu, & Liu.

Liu, Hsiu Tan. See Wang, Andrews, Liu, & Liu.

Luckner, John L. See Cannon & Luckner.

Luetke, Barbara. See Nielsen, Luetke, McLean, & Stryker.

Maia, Shirley Rodrigues. See Villas Boas, Ferreira, de Moura, Maia, & Amaral.

Mayer, Connie, “Written forms of signed languages: A route to literacy for deaf learners?” 552–559.

McGinnity, Betsy. See Zatta & McGinnity.

McLean, Meigan. See Nielsen, Luetke, McLean, & Stryker.

Minnaert, Alexander. See Haakma, Janssen, & Minnaert.

Moores, Donald F., “Writing signed languages: What for? What form? A response,” 537–539.

Nelson, Catherine. See Bruce, Nelson, Perez, Stutzman, & Barnhill.

Nelson, Catherine. See Parker & Nelson.

Nelson, Catherine, & Bruce, Susan M., “Critical issues in the lives of children and youth who are deafblind,” 406–411.

Nielsen, Diane Corcoran, Luetke, Barbara, McLean, Meigan, & Stryker, Deborah, “The English-language and reading achievement of a cohort of deaf students speaking and signing Standard English: A preliminary study,” 342–368.

Parker, Amy. See Arndt & Parker.

Parker, Amy T., & Nelson, Catherine, “Toward a comprehensive system of personnel development in deafblind education,” 486–501.

Paul, Peter V., “d/Deaf and hard of hearing learners: DML, DLL, ELL, EL, ESL . . . or culturally and linguistically diverse,” [Editorial], 3–7.

Paul, Peter V., “Made to hear,” [Editorial], 299–302.

Paul, Peter V., “Good ole summertime musings,” [Editorial], 403–405.

Paul, Peter V., “Thoughts about a possible bridge from ASL to English literacy,” [Editorial], 505–508.

Perez, Angel. See Bruce, Nelson, Perez, Stutzman, & Barnhill.

Pizzo, Lianna, “d/Deaf and Hard of Hearing Multilingual Learners: The development of communication and language,” 17–32.

Pizzo, Lianna, & Chilvers, Amanda, “Assessment and d/Deaf and hard of hearing multilingual learners: Considerations and promising practices,” 56–66.

Punch, Renée, “Employment and adults who are deaf or hard of hearing: Current status and experiences of barriers, accommodations, and stress in the workplace,” 384–397.

Rosen, Russell S., Hartman, Maria C., & Wang, Ye, “‘Thinking-for-writing’: A prolegomenon on writing signed languages,” 528–536.

Schmittel, Megan C. See Hartshorne & Schmittel.

Schoffstall, Sarah J. See Cawthon, Johnson, Garberoglio, & Schoffstall.

Scott, Jessica. See Baker & Scott.

Stryker, Deborah. See Nielsen, Luetke, McLean, & Stryker.

Stutzman, Brent. See Bruce, Nelson, Perez, Stutzman, & Barnhill.

Supalla, Samuel J., Cripps, Jody H., & Byrne, Andrew P. J., “Why American Sign Language gloss must matter,” 540–551.

Toliver-Smith, Andrea, & Gentry, Betholyn, “Investigating Black ASL: A systematic review,” 560–570.

Villas Boas, Denise Cintra, Ferreira, Léslie Piccolotto, de Moura, Maria Cecília, Maia, Shirley Rodrigues, & Amaral, Isabel, “Analysis of interaction and attention processes in a child with congenital deafblindness,” 327–341.

Wang, Qiuying, Andrews, Jean, Liu, Hsiu Tan, & Liu, Chun Jung, “Case studies of multilingual/multicultural Asian Deaf adults: Strategies for success,” 67–88.

Wang, Ye. See Rosen, Hartman, & Wang.

Weismer, Patricia. See Hartmann & Weismer.

Wolsey, Ju-Lee A., Dunn, Kim Misener, Gentzke, Scott W., Joharchi, Hannah A., Clark, M. Diane, & the CSEDL Team, “Deaf/hearing research partnerships,” 571–582.

Zatta, Mary, & McGinnity, Betsy, “An overview of transition planning for students who are deafblind,” 474–485.

Zeng, Xihong. See Li, Zhang, & Zeng.

Zhang, Fan. See Li, Zhang, & Zeng.