This chapter reports the results of a synthesis of research on educational interventions to improve early and emergent communication skills, both expressive and receptive, for children and youth with visual impairment and deafblindness, birth to 22 years of age. A search of electronic databases and recently published systematic reviews returned 34 articles published from January 2000 to August 2013 meeting inclusion criteria. Intervention studies focused primarily on communication partner training (n= 12), microswitch use (n= 10), or object symbol use (n= 7). The majority of researchers used experimental single-subject methods (n= 21, 62%) to examine efficacy of intervention to improve expressive communication skill. Results are discussed in terms of student characteristics, settings for intervention, critical procedural parameters, and targeted communication skills. Key conclusions for practitioners and researchers include individualizing interventions based on student preferences, ensuring the accessibility of materials and communication partners, implementing interventions within meaningful and naturalistic daily routines, training communication partners to be responsive, and designing and implementing high-quality research to identify evidence-based practices for communication interventions.