Design to Learn - Articles and Book Chapters
ARTICLES AND CHAPTERS ABOUT COMMUNICATION
Rowland, C. Communicative strategies of visually impaired infants and their mothers: Descriptive Data. In B. Urban (Ed.), Proceedings of the 18th Congress of the International Association of Logopedics and Phoniatrics, 1981, 87-92.
Rowland, C. Preverbal communication between five visually impaired infants and their mothers: data and clinical implications. Journal of Visual Impairment and Blindness, 1984, 78(7), 297-302.
Cirrin, F. & Rowland, C. Communicative Assessment of Nonverbal Youths with Severe/Profound Mental Retardation. Mental Retardation, 1985, 23(2), 52-62.
Stremel-Campbell, K. & Rowland, C. Prelinguistic Communication Intervention: Birth-to-2. Topics in Early Childhood Special Education, 1987, 7 (2), 49-58.
Rowland, C. & Schweigert, P. Tangible symbols systems: Symbolic communication for individuals with multisensory impairments. Augmentative and Alternative Communication (1989),5 (4), 226-234.
Schweigert, P. Use of microswitch technology to facilitate social contingency awareness as a basis for early communicationskills: A case study. Augmentative and Alternative Communication, 1989, 5(3), 192-198.
Rowland, C. Communication in the classroom for children with dual sensory impairments: Studies of teacher and child behavior. Augmentative and Alternative Communication, 1990, 6 (4), 262-274.
Schweigert, P. & Rowland, C. Early communication and microtechnology: An instructional sequence and case studies of children with severe/multiple disabilities. Augmentative and Alternative Communication, 1992, 8, 273-286.
Rowland, C. & Schweigert, P. Analyzing the communication environment to increase functional communication. Journal of the Association for Persons with Severe Handicaps (Special Issue on Communication), 1993, 18, 161-176.
Rowland, C., Schweigert, P. Tangible symbols, tangible outcomes. Augmentative and Alternative Communication, 2000, 16, 61-78.
Rowland, C. & Schweigert, P. Assessment and instruction of hands-on problem solving and object interaction skills in children who are deafblind. British Journal of Vision Impairment, 2001, 19(2), 57-68.
Rowland, C. & Schweigert, P. Niños sordociegos: Evaluación y enseñanza de habilidades para la resolución de problemas a través del tacto y la interacción con objectos. Entre Dos Mundos: Revista de traducción sobre discapacidad visual, 2002, 18, 59-80.
Rowland, C. But what CAN they do? Assessment of communication skills in children with severe and multiple disabilities. ASHA-DAAC Perspectives, 2005.
Rowland, C. Patterns of interaction between three blind infants and their mothers. In A.E. Mills (Ed.), Language Acquisition in the Blind Child: Normal & Deficient. London: Croom Helm; and San Diego: College Hill, 1983.
Rowland, C. Guidelines and perspectives on communication assessment. In M. Bullis (Ed.), Communication Skills Project: First Annual Literature Review. Monmouth, OR: Teaching Research, 1985-1987.
Schweigert, P. Contingency Intervention. Communication Development in Young Children with Deaf-Blindness: Literature Review II; III; IV. Monmouth, OR: Oregon Teaching Research, 1986-1988.
Rowland, C., & Stremel-Campbell, K. Share and share alike: Conventional gestures through emergent language. In D. Guess, L. Goetz & K. Stremel-Campbell (Eds.), Innovative program design for individuals with sensory impairments. Baltimore: Paul Brookes, 1987.
Rowland, C. Communication opportunities for children with dual sensory impairments in classroom settings. In M. Bullis (Ed.), Communication in young children with deaf-blindness: Research Monograph. Monmouth, OR: Teaching Research, 1989.
Schweigert, P. Social contingencies to intentional communication through microswitch technology for individuals with multi-sensory impairments: A Case study. Research Monograph: Communication Development in Young Children with Deaf-Blindness. Monmouth, OR: Oregon Teaching Research, 1989.
Rowland, C., & Schweigert, P. Communication systems, modes and devices. In K. Huebner, J. Prickett, T. Welch and E. Joffee (Eds.), Hand in Hand: Essentials of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind. New York: American Foundation for the Blind, 1995.
Rowland, C. Basic Concepts of Communication. In K. Huebner, J. Prickett, T. Welch and E. Joffee (Eds.) Hand in Hand: Essential of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind. New York: American Foundation for the Blind, 1995.
Rowland, C., & Schweigert, P. Enhancing Acquisition of Functional Language and Communication. In R. Silberman & S. Sachs (Eds.) Educating Students with Visual Impairments and Other Disabilities; Baltimore: Paul Brookes, 1998.
Rowland, C. & Schweigert P. Cognitive Skills and AAC: Where we've been, what we know and the questions we should ask. In, J.Light, D. Beukelman & J. Reichle (Eds.) Communicative Competence for Individuals Who Use AAC, Baltimore: Paul Brookes, 2003