Resource Library

The following is a list of resources used throughout this program's modules. Each article, website, and PDF includes its title along with a direct link for easy access. If you would like to explore the primary or secondary sources in more detail, you may follow the provided links or search the titles in your browser.

Although not every source is specifically focused on D/deaf or hard-of-hearing children or directly aligned with a single module topic, each resource contributed valuable evidence-based information that helped inform the content presented throughout this website. The combination of these sources supports the educational material provided for caregivers and promotes a comprehensive understanding of the topics discussed.

We encourage you to review the sources if you are interested in learning more, and we value transparency in sharing the materials used to develop this program.

Introduction

American Occupational Therapy Association. (2025, February 1). It’s a sign: Considerations for evaluating pediatric Deaf and hard of hearing clients. https://www.aota.org/publications/sis-quarterly/developmental-disabilities-sis/ddsis-2-25

Environmental Modifications

Badea, D. O., Darabont, D. C., Cioca, L.-I., Coman, C., & Chis, T. V. (2026). Integrated Effects of Environmental and Classroom Noise on Attention and Learning in School-age Children. Noise & Health, 28(130), 33–46. https://doi.org/10.4103/nah.nah_260_25

Saravanan, G., Selvarajan, H., McPherson, B., & Selvarajan, H. G. (2019). Profiling indian classroom listening conditions in schools for children with hearing impairment. Noise & Health, 21(99), 83–95. https://doi.org/10.4103/nah.NAH_15_19

Swann J. (2009). Hearing impairment: environmental considerations. British Journal of Healthcare Assistants, 3(11), 530–533. https://doi.org/10.12968/bjha.2009.3.11.45182

American Speech-Language-Hearing Association. (n.d.). Definition of communication and appropriate targets. https://www.asha.org/NJC/Definition-of-Communication-and-Appropriate-Targets/

Beck, C. (n.d.). Proprioception activities improve body awareness. The OT Toolbox. https://www.theottoolbox.com/proprioception-activities-improves-body-awareness/

Beck, C. (n.d.). Proprioception sensory activities. The OT Toolbox. https://www.theottoolbox.com/proprioception-sensory-activities/

Beck, C. (n.d.). Sensory play. The OT Toolbox. https://www.theottoolbox.com/sensory-play/

Enesi, Miranda. (2022). Impact, Importance, Types, and Use of Non-Verbal Communication in Social Relations. Linguistics and Culture Review. https://doi.org/10.21744/LINGCURE.V6NS3.2161

Harasimczuk, J. (2024). 50 years of research on working memory. Kwartalnik Naukowy Fides Et Ratio, 58(2), 77-84. https://doi.org/10.34766/fetr.v58i2.1274

Passarello, N., Tarantino, V., Chirico, A., Menghini, D., Costanzo, F., Sorrentino, P., Fucà, E., Gigliotta, O., Alivernini, F., Oliveri, M., Lucidi, F., Vicari, S., Mandolesi, L., & Turriziani, P. (2022). Sensory Processing Disorders in Children and Adolescents: Taking Stock of Assessment and Novel Therapeutic Tools. Brain Sciences, 12(11), 1478. https://doi.org/10.3390/brainsci12111478

Pesnot Lerousseau, J., Denis, M., Roman, S., & Schön, D. (2025). Working Memory Deficits in School-Age Children With Cochlear Implants Are Primarily Explained by Deficits in the Processing of Auditory and Lexical Information. Journal of Speech, Language & Hearing Research, 68(3), 1225–1235. https://doi.org/10.1044/2024_JSLHR-24-00291

Skill Point Therapy. (2023). Spatial awareness. https://www.skillpointtherapy.com/spatial-awareness/

Communication

American Speech-Language-Hearing Association. (n.d.). Definition of communication and appropriate targets. https://www.asha.org/NJC/Definition-of-Communication-and-Appropriate-Targets/

Beck, C. (n.d.). Proprioception activities improve body awareness. The OT Toolbox. https://www.theottoolbox.com/proprioception-activities-improves-body-awareness/

Beck, C. (n.d.). Proprioception sensory activities. The OT Toolbox. https://www.theottoolbox.com/proprioception-sensory-activities/

Beck, C. (n.d.). Sensory play. The OT Toolbox. https://www.theottoolbox.com/sensory-play/

Enesi, Miranda. (2022). Impact, Importance, Types, and Use of Non-Verbal Communication in Social Relations. Linguistics and Culture Review. https://doi.org/10.21744/LINGCURE.V6NS3.2161

Harasimczuk, J. (2024). 50 years of research on working memory. Kwartalnik Naukowy Fides Et Ratio, 58(2), 77-84. https://doi.org/10.34766/fetr.v58i2.1274

Skill Point Therapy. (2023). Spatial awareness. https://www.skillpointtherapy.com/spatial-awareness/

Access

American Occupational Therapy Association. (2025). It’s a sign: Considerations for evaluating pediatric Deaf and hard of hearing clients. https://www.aota.org/publications/sis-quarterly/developmental-disabilities-sis/ddsis-2-25

Centers for Disease Control and Prevention. (2025, May 8). Referring deaf or hard of hearing children to early intervention. https://www.cdc.gov/hearing-loss-children/communication-resources/referring-deaf-or-hard-of-hearing-children-to-early-intervention.html

Dallas Hearing Foundation. (n.d.). Dallas Hearing Foundation. https://dallashearingfoundation.org/

Hearing Loss Foundation. (n.d.). How to advocate. https://hearinglossfoundation.org/how-to-advocate

Texas Hands & Voices. (n.d.). Texas Hands & Voices. https://txhv.org/

Texas Project First. (n.d.). Deaf and hard of hearing. https://texasprojectfirst.org/deaf-hard-of-hearing/

Yarnell Bonino, A., Goodwich, S. F., & Mood, D. (2025). Prevalence and Characteristics of Developmental Disabilities Among Children Who Receive Hearing Health Care. American Journal of Audiology, 34(1), 60–71. https://doi.org/10.1044/2024_AJA-24-00118

Device Use

American Speech-Language-Hearing Association. (n.d.). Assistive technology in schools. https://www.asha.org/practice/assistive-technology-in-schools/

Assistive Technology Devices and Services in Occupational Therapy Practice. (2024). American Journal of Occupational Therapy, 78, 1–16. https://0b30cc6or-mp03-y-https-doi-org.prx-usa.lirn.net/10.5014/ajot.2024.78S106

Frilya Rachma Putri, Sri Andarini, Purwaningtyas, N. H. ., Ariani, Dyahris Koentartiwi, Runtuk, K. S., Pallavi Abhilasha, Puspa Maharani, Herman Yosef, Janice Valencia, Tjahyadi, E. I., Devy, M. S., & Rahmadian, M. A. (2025). Self-Image Strengthening Program in Children With Disabilities and Chronic Illnesses: A Quasi-Experimental Research. Jurnal Psikiatri Surabaya, 14(1), 28–37. https://doi.org/10.20473/jps.v14i1.54659

Heart to Learn. (n.d.). Teaching hearing aid care: A caregiver training resource [PDF]. http://heartolearn.org/research/infographics/Teaching%20HA%20Care_Final.pdf

Muñoz, K., & Twohig, M. P. (2024). Counseling parents for hearing aid management. Audiology Today, 36(4), 42–49. https://www.audiology.org/news-and-publications/audiology-today/articles/counseling-parents-for-hearing-aid-management/

National Institute on Deafness and Other Communication Disorders. (n.d.). Assistive devices for people with hearing, voice, speech, or language disorders. National Institutes of Health. https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

Texas Health and Human Services Commission. (n.d.). Specialized Telecommunications Assistance Program (STAP) services. https://www.hhs.texas.gov/services/disability/deaf-hard-hearing/stap-services

The Hearing & Speech Center. (2024, June 7). Tips for helping your child manage their hearing aids. https://hscky.org/tips-for-helping-your-child-manage-their-hearing-aids/

Emotional Regulation

Beck, C. (n.d.). Zones of regulation activities. The OT Toolbox. https://www.theottoolbox.com/zones-of-regulation-activities/

Beck, C. (n.d.). Zones of regulation activities (part 2). The OT Toolbox. https://www.theottoolbox.com/zones-of-regulation-activities-2/

Beechey, T., Buchholz, J. M., & Keidser, G. (2020). Hearing Impairment Increases Communication Effort During Conversations in Noise. Journal of Speech, Language & Hearing Research, 63(1), 305–320. https://doi.org/10.1044/2019_JSLHR-19-00201

Giles, L. (2026). Understanding Being Misunderstood. Hearing Health, 42(2), 16–17.

Mattingly, J., Werfel, K. L., & Lund, E. (2023). Parent-Reported Attention-Deficit/Hyperactivity Disorder--Linked Behaviors, Fatigue, and Language in Children Who Are Deaf and Hard of Hearing. Perspectives of the ASHA Special Interest Groups, 8(6), 1409–1421. https://doi.org/10.1044/2023_PERSP-23-00086

Philpott-Robinson, K., Haracz, K., Blackwell, D., Mallise, C., Leonard, C., Lane, A., & Wales, K. (2024). The experiences of occupational therapists supporting children with self-regulation needs: A qualitative descriptive study. Australian Occupational Therapy Journal, 71(6), 1041–1058. https://doi.org/10.1111/1440-1630.12985

Social Skills

Aggarwal, K., Ravi, R., & Yerraguntla, K. (2024). Impact of Hearing Loss on Social Participation in Children: A Scoping Review. Indian journal of otolaryngology and head and neck surgery: official publication of the Association of Otolaryngologists of India, 76(1), 804–810. https://doi.org/10.1007/s12070-023-04284-1

Beck, C. (n.d.). Social skills interventions. The OT Toolbox. https://www.theottoolbox.com/social-skills-interventions/

Jing Zhao, Isabel Neto, Michaela Okosi, Paulo Vaz de Carvalho, and Hugo Nicolau. 2026. Social Play Between Deaf and Hard-of-Hearing Children and Hearing Peers: Learning from Children and School Ecosystems. In Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems (CHI '26). Association for Computing Machinery, New York, NY, USA, Article 464, 1–16. https://doi.org/10.1145/3772318.3791520

Mohammad Ashori. (2019). The Effectiveness of Life Skills Training on the Social Skills of Deaf Students. Biomedical Journal Science & Technical Research 19(3)-2019. BJSTR. MS.ID.003291.

Zylstra, S. E., Swinth, Y. L., Sidhu, A., & Anderson., J. (2024). Effectiveness of an Occupational Ther eness of an Occupational Therapy-Led Social Skills Gr y-Led Social Skills Group Using P oup Using Parent Training: A Pilot Study. Open Journal of Occupational Therapy (OJOT), 12(3), 1–12. https://0b30cc6nm-mp03-y-https-doi-org.prx-usa.lirn.net/10.15453/2168-6408.2225