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Research

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Chen., D.& Klein, M.D., (2008). Home-visit early intervention practices with families and their infants who have multiple disabilities. In C.A. Peterson, L. Fox, & P. Blasco (Eds.).Early intervention for infants and toddlers and their families: Practices and outcomes.  Young Exceptional Children Monograph Series, No. 10. (pp.. 60-74). Longmont, CO:  Sopris West.

Abstract

A review of the research on home visiting in early intervention services to infants and toddlers with disabilities and their families identifies key issues and challenges in providing effective family-centered services. The article also presents a conceptual framework for guiding home visit services based on the context- family and program variables- to address the complex needs of children and families.

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Chen, D., Rowland, C. Stillman, R., & Mar, H. (2009). Authentic practices for assessing communication skills of young children with sensory impairments and multiple disabilities. Early Childhood Services,3(4), 328-339.

Abstract

This articles reports on recommended practices for assessing the communication of young children (2-8 years old) with multiple disabilities that include visual impairment and hearing loss. Findings include key themes, considerations, and recommendations derived from a series of focus groups with parents, service providers, and state technical assistance providers and surveys that obtained the experiences and suggestions from these stake holders.

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Chen, D. & Downing, J.E. (2006). Tactile strategies for children with visual impairments and multiple disabilities: Promoting communication and learning skills. New York: AFB Press

Abstract

This book summarizes available studies on tactile strategies that have been found effective for teaching children who are blind and those with multiple disabilities. It reports the use and evaluation of these strategies with 5 different children, families, and their service providers in the current model demonstration project. It provides field-tested step-by-step guidelines for implementing selected tactile strategies such as hand-under-hand guidance, tactile modeling, hand-over-hand guidance, touch and object cues, coactive signing.

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