Association for Education and Rehabilitation of the ... - AER Online
Association for Education and Rehabilitation of the ... - AER Online
Association for Education and Rehabilitation of the ... - AER Online
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Assessing Young Children with Deaf-Blindness<br />
curriculum, assessment <strong>and</strong> program evaluation. Retrieved<br />
from http://www.dec-sped.org/uploads/docs/about-dec/<br />
position_concept_papers/Prmtg_Pos_Outcomes_Companion_<br />
Paper.pdf<br />
Glover, M.E., Preminger, J.L., & San<strong>for</strong>d, A.R. (2002). The<br />
Early Learning Accomplishment Pr<strong>of</strong>ile <strong>for</strong> Developmentally<br />
Young Children (3rd ed.). Lewisville, NC: Kaplan Press.<br />
Hagood, L. (1997). Infused Skills Assessment. Austin: Texas<br />
School <strong>for</strong> <strong>the</strong> Blind <strong>and</strong> Visually Impaired.<br />
Holte, L., Prickett, J.G., Van Dyke, D.C., Olson, R.J., Lubrica,<br />
P., Knutson, C.L., et al. (2006). Issues in <strong>the</strong> evaluation <strong>of</strong><br />
infants <strong>and</strong> young children who are suspected <strong>of</strong> or who are<br />
deafblind. Infants & Young Children, 19(3), 213–227.<br />
Johnson-Martin, N., Attermeir, S., & Hacker, B. (2007).<br />
Carolina Curriculum. Baltimore, MD: Brookes.<br />
Mar, H., & Sall, N. (1999a). Pr<strong>of</strong>iles <strong>of</strong> <strong>the</strong> expressive<br />
communication <strong>and</strong> social interaction skills <strong>of</strong> children <strong>and</strong><br />
adolescents with severe disabilities. <strong>Education</strong> <strong>and</strong> Training in<br />
Mental Retardation <strong>and</strong> Developmental Disabilities, 34, 77–89.<br />
Mar, H., & Sall, N. (1999b). Dimensions <strong>of</strong> Communication.<br />
New York, NY: Columbia University Teachers College.<br />
Morgan, E., & Watkins S. (1989). INSITE Developmental<br />
Checklist. North Logan, UT: HOPE.<br />
Neisworth, J.T., & Bagnato, S.J. (2004). The mismeasure<br />
<strong>of</strong> young children: The au<strong>the</strong>ntic assessment alternative.<br />
Infants & Young Children, 17, 198–212.<br />
Neisworth, J.T., & Bagnato, S.J. (2005). DEC recommended<br />
practices: Assessment. In S. S<strong>and</strong>all, M.L.<br />
Hemmeter, B.J. Smith, & M. McLean (Eds.), DEC<br />
recommended practices: A comprehensive guide <strong>for</strong> practical<br />
application in early intervention/early childhood special<br />
education (pp. 45–69). Longmont, CO: Sopris West.<br />
Newborg, J. (2005). Battelle Developmental Inventory (2nd<br />
ed.). Itasea, IL: Riverside.<br />
Oregon Health & Science University. (2003). Home Talk.<br />
Retrieved February 4, 2010, from http://www.ohsu.edu/<br />
oidd/d2l/com_pro/bbh.cfm<br />
70 | <strong>AER</strong> Journal:Research <strong>and</strong> Practice in Visual Impairment <strong>and</strong> Blindness<br />
Parks, S., & Furuno, S. (2004). Hawaii Early Learning<br />
Pr<strong>of</strong>ile. Pal Alto, CA: VORT Corporation.<br />
Rowl<strong>and</strong>, C. (2004). Communication Matrix. Portl<strong>and</strong>:<br />
Oregon Health & Science University, Design to Learn<br />
Projects.<br />
Rowl<strong>and</strong>, C. (2005). But what CAN <strong>the</strong>y do? Assessment<br />
<strong>of</strong> communication skills in children with severe <strong>and</strong><br />
multiple disabilities. ASHA-DAAC Perspectives, 14(1), 1–5.<br />
Rowl<strong>and</strong>, C. (Ed.). (2009). Assessing communication <strong>and</strong><br />
learning in young children who are deafblind or who have<br />
multiple disabilities. Retrieved from http://www.ohsu.edu/<br />
oidd/d2l/com_pro/DeafBlindAssessmentGuide.pdf<br />
Rowl<strong>and</strong>, C., & Schweigert, P. (2000). Tangible symbols,<br />
tangible outcomes. Augmentative <strong>and</strong> Alternative Communication,<br />
16, 61–78.<br />
Rowl<strong>and</strong>, C., & Schweigert, P. (2001). Assessment <strong>and</strong><br />
instruction <strong>of</strong> h<strong>and</strong>s-on problem solving <strong>and</strong> object<br />
interaction skills in children who are deafblind. British<br />
Journal <strong>of</strong> Visual Impairment, 19(2), 47–58.<br />
Rowl<strong>and</strong>, C., & Schweigert, P. (2002). School Inventory <strong>of</strong><br />
Problem Solving Skills. Portl<strong>and</strong>: Oregon Health & Science<br />
University, Design to Learn Projects.<br />
Rowl<strong>and</strong>, C., & Schweigert, P. (2004). First Things First.<br />
Portl<strong>and</strong>: Oregon Health & Science University, Design to<br />
Learn Projects.<br />
San<strong>for</strong>d, A.R., Zelman, J.G., Hardin, B.J., & Peisner-<br />
Feinberg, E. (2004) Learning Accomplishment Pr<strong>of</strong>ile (3rd<br />
ed.). Lewisville, NC: Kaplan Early Learning Company.<br />
Sparrow, S., Bella, D.A., & Cicchetti, D.V. (2006). Vinel<strong>and</strong><br />
Adaptive Behavior Scales. Minneapolis, MN: Pearson.<br />
Stillman, R. (1978). Callier-Azusa Scale-G edition. Dallas:<br />
University <strong>of</strong> Texas at Dallas.<br />
Towle, P., Farrell, A.F., & Vitalone-Raccaro, N. (2008).<br />
Early intervention evaluation reports: Guidelines <strong>for</strong><br />
writing user friendly <strong>and</strong> strength-based assessments.<br />
Zero to Three, 28(4), 53–60.