Retooling Psychology to Serve Children and Adolescents with Severe Disabilities

REFERENCES

• Brown, L., Branston, M. B., Hamre-Nietupsky, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological age appropriate and functional curricular content for severely handicapped adolescents and young adults. Journal of Special Education, 13, 81–90.
   Web of Science ®Google Scholar
• Brown, L., Long, E., Udvari-Solner, A., Davis, L., Van Deventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). The home school: Why students with severe intellectual disabilities must attend the schools of their brothers, sisters, friends, and neighbors. Journal of the Association for Persons with Severe Handicaps, 14, 8–12.
   Web of Science ®Google Scholar
• Campbell, P. H. (1990). Meeting personnel needs in early intervention. In A. P. Kaiser & C. M. McWhorter (Eds.), Preparing personnel to work with persons with severe disabilities (pp. 111–134). Baltimore: Paul H. Brookes.
   Google Scholar
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.
   PubMed Web of Science ®Google Scholar
• Chase, J. B. (1985). Assessment of development ally disabled children. School Psychology Review, 14, 150–154.
   Google Scholar
• Chase, J. B. (1986). Psychoeducational assessment of visually-impaired learners. In P. J. Lazarus & S. S. Strichart (Eds.), Psychoeducational evaluation of children and adolescents with low-incidence handicaps (pp. 41–74). Orlando, FL: Grune & Stratton.
   Google Scholar
• Donnellan, A., Mirenda, P., Mesaros, R., & Fassbender, L. (1984). Analyzing the communicative functions of aberrant behavior. Journal of the Association for Persons with Severe Handicaps, 9, 201–212.
   Google Scholar
• Downing, J. (1989). Identifying and enhancing the communicative behaviors of students with severe disabilities: The role of the school psychologist. School Psychology Review, 18, 475–486.
   Web of Science ®Google Scholar
• Durand, V. M., & Carr, E. G. (1985). Self-injurious behavior. Motivating conditions and guidelines for treatment. School Psychology Review, 14, 171–176.
   Google Scholar
• Education for All Handicapped Children Act of 1975, §612, 20 U.S.C. §§ 1401–1485.
   Google Scholar
• Evans, I. M. (1991). Testing and diagnosis: A review and evaluation. In L. H. Meyer, C. A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 25–44). Baltimore: Paul H. Brookes.
   Google Scholar
• Evans, I. M., & Meyer, L. H. (1984). Basic life skills. In J. E. Ysseldyke (Ed.), School psychology: State of the art (pp. 37–51). Minneapolis: National School Psychology Inservice Training Network.
   Google Scholar
• Falvey, M. A., & Haney, M. (1989). Partnerships with parents and significant others. In M. A. Falvey (Ed.), Community-based curriculum: Instructional strategies f or students with severe disabilities (pp. 15–34). Baltimore: Paul H. Brookes.
   Google Scholar
• Fredericks, H. D. B., & Templeman, T. P. (1990). A generic in-service training model. In A. P. Kaiser & C. M. McWhorter (Eds.), Preparing personnel to work with persons with severe disabilities (pp. 301–318). Baltimore: Paul H. Brookes.
   Google Scholar
• Gaylord-Ross, R., & Browder, D. (1991). Functional assessment: Dynamic and domain properties. In L. H. Meyer, C. A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 45–66). Baltimore: Paul H. Brookes.
   Google Scholar
• Giangreco, M. F., & Putnam, J. W. (1991). Supporting the education of students with severe disabilities in regular education environments. In L. H. Meyer, C. A Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 245–270). Baltimore: Paul H. Brookes.
   Google Scholar
• Hofmeister, A. M., & Friedman, S. G. (1986). The application of technology to the education of persons with severe handicaps. In R. H. Horner, L. H. Meyer, & H. D. B. Fredericks (Eds.), Education of learners with severe handicaps: Exemplary service strategies (pp. 351–367). Baltimore: Paul H. Brookes.
   Google Scholar
• Horner, R. H., McDonnell, J. J., & Bellamy, G. T. (1986). Teaching generalized skills: General case instruction in simulation and community settings. In R. H. Horner, L. H. Meyer, & H. D. B. Fredericks (Eds.), Education of learners with severe handicaps: Exemplary service strategies (pp. 289–314). Baltimore: Paul H. Brookes.
   Google Scholar
• Irons, D., Irons, T., & Maddux, C. D. (1984). A survey of perceived competence among psychologists who evaluate students with severe handicaps. Journal of the Association for Persons with Severe Handicaps, 9, 55–60.
   Google Scholar
• Mar, H. H., & Sail, N. (1990, December). Profiles of expressive communication and social interaction. Paper presented at the meeting of The Association for Persons with Severe Handicaps, Chicago, IL.
   Google Scholar
• Meyer, L. H., Reichle, J., McQuarter, R., Cole, D., Vandercook, T., Evans, I., Neel, R., & Kishi, G. (1985). Assessment of social competence (ASC): A scale of social competence functions. Minneapolis: University of Minnesota.
   Google Scholar
• Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Baltimore: Paul H. Brookes.
   Google Scholar
• Popoff, L. (1985, August). Psychological evaluation of deaf-blind individuals: A nationwide survey. Paper presented at the meeting of the American Psychological Association, Los Angeles, CA.
   Google Scholar
• Putnam, J., Rynders, J., Johnson, R., & Johnson, D. (1989). Collaborative skill instruction for promoting positive interactions between mentally handicapped and nonhandicapped children. Exceptional Children, 55, 550–558.
   PubMed Web of Science ®Google Scholar
• Rieth, H. J. (1990). The politics of higher education and personnel preparation. In A P. Kaiser & C. M. McWhorter (Eds.), Preparing personnel to work with persons with severe disabilities (pp. 91–108). Baltimore: Paul H. Brookes.
   Google Scholar
• Rowland, C., & Stremel-Campbell, K. (1987). Share and share alike: Conventional gestures to emergent language for learners with sensory impairments. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments (pp. 49–75). Baltimore: Paul H. Brookes.
   Google Scholar
• Schoggen, P. (1978). Ecological psychology and mental retardation. In G. P. Sackett (Ed.), Observing behavior: Theory and application in mental retardation (Vol. 1, pp. 33–62). Baltimore: University Park Press.
   Google Scholar
• Siegel-Causey, E., & Guess, D. (1989). Enhancing nonsymbolic communication interactions among learners with severe disabilities. Baltimore: Paul H. Brookes.
   Google Scholar
• Sigafoos, J., Cole, D. A., & McQuarter, R. J. (1987). Current practices in the assessment of students with severe handicaps. Journal of the Association for Persons with Severe Handicaps, 12, 264–273.
   Web of Science ®Google Scholar
• Simeonsson, R. J. (1986). Psychological and developmental assessment of special children. Boston: Allyn & Bacon.
   Google Scholar
• Snell, M. E. (1990). Building our capacity to meet the needs of persons with severe disabilities: Problems and proposed solutions. In A P. Kaiser & C. M. McWhorter (Eds.), Preparing personnel to work with persons with severe disabilities (pp. 9–23). Baltimore: Paul H. Brookes.
   Google Scholar
• Strichart, S. S., & Lazarus, P. J. (1986). Low-incidence assessment: Influences and issues. In P. J. Lazarus & S. S. Strichart (Eds.), Psychoeducational evaluation of children and adolescents with low-incidence handicaps (pp. 1–15). Orlando, FL: Grune & Stratton.
   Google Scholar
• Warren, S. F. (1990). National needs and resources: A commentary. In A P. Kaiser & C. M. McWhorter (Eds.), Preparing personnel to work with persons with severe disabilities (pp. 329–335). Baltimore: Paul H. Brookes.
   Google Scholar