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European Journal of Special Needs Education Volume 20, 2005 - Issue 4
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Original Articles

The development of a checklist of child characteristics for assessment purposes

Annemarie Tadema University of Groningen, The Netherlands
,
Carla Vlaskamp University of Groningen, The NetherlandsCorrespondence[email protected]
&
Wied Ruijssenaars University of Groningen, The Netherlands
Pages 403-417 | Published online: 19 Aug 2006

Citations (11)

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Read on this site (2)

Manuela Sanches-Ferreira, Mónica Silveira-Maia & Sílvia Alves. (2014) The use of the International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY), in Portuguese special education assessment and eligibility procedures: the professionals’ perceptions. European Journal of Special Needs Education 29:3, pages 327-343.
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AnnemarieC. Tadema, Carla Vlaskamp & Wied Ruijssenaars. (2007) The validity of support profiles for children with profound multiple learning difficulties. European Journal of Special Needs Education 22:2, pages 147-160.
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Articles from other publishers (9)

Juliane Dind & Geneviève Petitpierre. (2022) Development and preliminary validation of the Self-Awareness Situation-Based Observation Lists for children with Profound Intellectual and Multiple Disabilities. Research in Developmental Disabilities 121, pages 104153.
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Sara Nijs, Carla Vlaskamp & Bea Maes. (2018) Promoting Social Scaffolding Behaviors in Staff Members and Peer‐Directed Behaviors Among Persons With Profound Intellectual and Multiple Disabilities: An Intervention Study. Journal of Policy and Practice in Intellectual Disabilities 15:2, pages 124-135.
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Sara Nijs, Anneleen Penne, Carla Vlaskamp & Bea Maes. (2016) Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities. Journal of Applied Research in Intellectual Disabilities 29:4, pages 366-377.
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S. Nijs, C. Vlaskamp & B. Maes. (2016) Children with PIMD in interaction with peers with PIMD or siblings. Journal of Intellectual Disability Research 60:1, pages 28-42.
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S. Nijs, C. Vlaskamp & B. Maes. (2016) The nature of peer-directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker. Child: Care, Health and Development 42:1, pages 98-108.
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R. van Empelen, Ria Nijhuis-Van Der Sanden & Annelies HartmanPeter Lauteslager, Ineke van der Burgt, Marieke van den Heuvel, Ria Nijhuis-van der Sanden & Annette van der Putten. 2016. Kinderfysiotherapie. Kinderfysiotherapie 707 751 .
A. Penne, A. ten Brug, V. Munde, A. van der Putten, C. Vlaskamp & B. Maes. (2012) Staff interactive style during multisensory storytelling with persons with profound intellectual and multiple disabilities. Journal of Intellectual Disability Research 56:2, pages 167-178.
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Annette van der Putten, Carla Vlaskamp & Evelyne Schuivens. (2011) The use of a Multisensory Environment for Assessment of Sensory Abilities and Preferences in Children with Profound Intellectual and Multiple Disabilities: A Pilot Study. Journal of Applied Research in Intellectual Disabilities 24:3, pages 280-284.
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C. Vlaskamp & H. Cuppen-Fonteine. (2007) Reliability of assessing the sensory perception of children with profound intellectual and multiple disabilities: a case study. Child: Care, Health and Development 33:5, pages 547-551.
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