There are many reports that identify the communication of persons with deafblindness. These reports are descriptive in nature, highlighting comprehension, gesture development, communication actions (that is, forms) and purposes (that is, functions), and the collection of verbal skills. This report extends the literature with an in-depth descriptive analysis of sign language, spoken words (that is, speech), communication repair strategies, and Communication Matrix levels. As already noted, sign language and speech are typically included in other research reports, but few consider Communication Matrix levels or repair skills despite the importance and relevance of both. Results of the study reported here imply that parents and educators might expect a wide range of skills as children who are deafblind develop speech and sign language abilities, specifically, and communication skills more generally. It is difficult to know why particular children develop more skills than others. To address this gap, future research needs to consider which intrinsic and environmental influence the acquisition of communication skills so that parents and professionals (that is, special education teachers, developmental pediatricians, educational psychologists, or speech-language pathologists) can consider evidence-based prognostic elements during educational assessment activities.