Watkins, S. , Clark, T., Strong, C., & Barringer, D. (1994). The effectiveness of an intervener model of services for young deaf-blind children.  American Annals of the Deaf, 139(4), 404-409. Documented the effectiveness of the Intervener Service Model which provides the services of a paraprofessional (called an Intervener) to families of young children who are deaf-blind. The data strongly supported the need for Intervener Services for young children who are deaf-blind and their families. 

Correa-Torres, S. (2008). The nature of social experiences of students with deafblindness who are educated in inclusive settings. Journal of Visual Impairment & Blindness, 102(5), 272-283.  This qualitative case study investigated the nature of social experiences and opportunities for communication among students who are deaf-blind, their sighted peers with no hearing loss, and adults in inclusive settings. Strategies used by adults to promote interaction were also observed. Implications and suggestions for future research are provided.

Nelson, C. Hyte, H., & Greenfield, R. (2016). Increasing self-regulation and classroom participation of a child who is deafblind. American Annals of the Deaf, 160(5), 496-509.