TRI Publications

• Atkins, T., Bullis, M., & Todis, B. (2005). Converging and diverging service delivery systems in alternative education programs for disabled and non-disabled youth involved in the juvenile justice system. Journal of Correctional Education, 56(3), 253-285.
  
  
• Ayres, R., & Schalock, M. (2004). Third Party Evaluation of the Talk About Trees Forest Education Program: Impact Evaluation Report.. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Ayres, R., Richards, M., Kelley, P., & Villegas-Gutiérrez, M. (2007). Special Education Assessment Process for Culturally and Linguistically diverse (CLD) Students. Salem, OR: , Oregon Department of Education.
  
  
• Ayres, R., & Cuthbertson, L. (2002). Evaluation of the effectiveness of the 21st century community schoolhouse: Year 2 evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Ayres, R., & Schalock, M. (2001). Research Brief 3: Diversity in the elementary classroom. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Ayres, R., Schalock, M., & Rudd, A. (2002). Research Brief 11: The attitudes and beliefs of beginning teachers. Teacher Effectiveness Project, Phase II: Research Brief 3: Diversity in the elementary classroom. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Ayres, R., & Engle, R. (2002). Teacher work sample methodology in middle level/high school preparation: A case study. In G. R. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 375-385). New York: AACTE Publications.
  
  
• Ayres, R., & Kosko, K. (1999). Report writing. In M. Bullis & C. Davis (Eds.), Functional assessment for adolescents and adults with learning disorders (pp. 67-77). Austin, TX: Pro-Ed.
  
  
• Barnard, S. (2004). Training: Effective educational practices for students who are deaf-blind. Salem, OR: The Oregon Deaf-Blind Project.
  
  
• Barnard, S. (2003). Oregon deafblind project intervener training program. Deaf-Blind Perspectives, 10(3), 1.
  
  
• Beck, L., Bain, R., Brown, J., Morvant, M., & Glang, A. (2000). The TBI Act: Meeting the information needs of Oregonians with brain injury. The TBI Challenge, 4(5), 16-17.
  
  
• Beck, L., Leslie, G., & Malloy, P. (2001). Disability-related special libraries. Information and Referral: The Journal of the Alliance of Information and Referral Systems, 23, 143-160.
  
  
• Bistolas, C., Schalock, M., Marvin, R., & Beck, L. (2007). Bridges to Success: A developmental induction model for rural early career special educators. Rural Special Education Quarterly.
  
  
• Brodsky, M. (2001). Structuring programs to accommodate teacher work sample methodology. In G. Girod (Ed.), Connecting teaching and learning (pp. 331-346). Washington, DC: American Association of Colleges of Teacher Education.
  
  
• Bullis, M., Bull, B., Johnson, P., & Davis, C. (1998). Test of community-based social skills for adolescents and young adults with emotional and behavioral disorders: Female and male versions. Santa Barbara, CA: James Stanfield Co.
  
  
• Cuthbertson, L., & Schalock, M. (2001). Research Brief 4: Mentoring and other forms of assistance received. Teacher Effectiveness Project, Phase II: Research Brief 3: Diversity in the elementary classroom. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Cuthbertson, L., & Schalock, M. (2002). Mentoring and other forms of assistance. Findings from a small sample longitudinal study of teacher program effects, Brief 4. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Cuthbertson, L., & Schalock, M. (2002). Patterns of development in 1st, 2nd, and 3rd year teachers. Findings from a small sample longitudinal study of teacher program effects, Brief 14. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Cuthbertson, L., & Hansen, J. (2003). 2 site studies: Evaluation of the Ford Family Foundation’s National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Cuthbertson, L. (2005). Third Party Evaluation of Roseburg High School's Smaller Learning Communities: Year 1. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Cuthbertson, L. (2006). Third Party Evaluation of Roseburg High School's Smaller Learning Communities: Year 2. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Davies, P. (2003). Supporting families: Training family support specialists. Deaf-Blind Perspectives, 11(1), 1-4.
  
  
• Davies, P., McNulty, K., & Bixler, B. (2003). Improving systems: An NTAC initiative. Deaf-Blind Perspectives, 10(3), 8-10.
  
  
• Davis, C., Reiman, J., & Yovanoff, P. (2005). Computer adaptive testing version of the Transition Competence Battery for Deaf Adolescents and Young Adults. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Deardorff, P., Glasenapp, G., Schalock, M., & Udell, T. (2007). TAPS: An innovative cost-effective professional development program designed specifically for paraeducators working in early childhood special education. Rural Special Education Quarterly, 26(3), 3-15.
  
  
• Deardorff, P., Udell, T., Norris, D., Glasenapp, G., Piazza Templeman, T., & Kenyon, D. (2004). Intervention strategies for positive behavior support planning. Monmouth, OR: Western Oregon University, Teaching Research Institute.
  
  
• Deardorff, P., Udell, T., Norris, D., Glasenapp, G., Piazza Templeman, T., & Kenyon, D. (2004). Procedural guidelines for positive behavior support planning. Monmouth, OR: Western Oregon University, Teaching Research Institute.
  
  
• Derowitsch, M., Kelley, P., Kosko, K., & Villegas-Gutierrez, M. (2005). Special education assessment process for culturally and linguistically diverse students, Revised Ed.. Salem, OR: , Oregon Department of Education.
  
  
• Derowitsch, M., & Kelley, P. (2001). Special education assessment process for culturally and linguistically diverse students. Salem, OR: , Oregon Department of Education.
  
  
• Ehlhardt, L., Sohlberg, M., Kennedy, M., Coelho, C., Ylvisaker, M., & Turkstra, L. (2008). Evidence-based practice guidelines for instructing individuals with neurogenic memory impairments: What have we learned in the past 20 years?. Neuropsychological Rehabilitation, 18(3), 300-342.
  
  
• Ehlhardt, L. (2005). TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions. Brain Injury, 19(8), 569-584.
  
  
• Elhardt, L., Sohlberg, M. M., Glang, A., & Albin, R. (2005). TEACH-M: Evaluation of an instructional sequence for persons with impaired memory and executive functions. Brain Injury.
  
  
• Fagan, P., & Taylor, E. (2002). The reflective self: Becoming a special educator In J. L. Paul, et al (Eds), Rethinking professional issues in special education (pp. 179-192). Westport, CT: Greenwood Press.
  
  
• Freitas, D., Skarbek, D., Taylor, E., & Rosselli, H. (2005). Unleashing the dispositional imperative: Legal and policy implications. In R.L. Smith, D. Skarbek, & J. Hurst (Eds.), The passion of teaching: Dispositions in the schools (pp. 169-177). Lanham, MD: Scarecrow Education.
  
  
• Girod, G., & Schalock, M. (2002). Does TWSM work? In G. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 344-358). Washington, DC: American Association of Colleges of Teacher Education.
  
  
• Girod, G., Denton, J., & Girod, Mark (2007). Lessons Learned Modeling "Connecting Teaching and Learning", Games and Simulations in Online Learning (pp. 206-222). Hershey, PA: Information Science Publishing.
  
  
• Girod, G., & Ayres, R. (2002). Teaching the necessary assessment concepts and skills for a teacher work sample. In G. R. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 215-262). New York: AACTE Publications.
  
  
• Glang, A., Robinson, L., & Todis, B. (1999). Collaboration between parents and educators: Partners or adversaries?. Brain Injury Source, 3(3), 10-13.
  
  
• Glang, A., Sohlberg, M., & Todis, B. (1999). Compensatory systems: For students with brain injuries. Wake Forest, NC: L & A Publishing/Training.
  
  
• Glang, A., Tyler, J., Pearson, S., Todis, B., & Morvant, M. (2004). Improving educational services for students with TBI through statewide resource teams. NeuroRehabilitation, 19(3), 219-31.
  
  
• Glang, A., Noell, J., Ary, D., & Swartz, L. (2005). Using interactive Multimedia to Teach Pedestrian Safety: An exploratory study. American Journal of Health Behavior, 29(5), 435-442.
  
  
• Glang, A., Ylvisaker, M., Stein, M., Ehlhardt, L., Todis, B., & Tyler, J. (2008). Validated instructional practices: Application to students with traumatic brain injury. Journal of Head Trauma Rehabilitation, 23(4), 243-251.
  
  
• Hansen, J., Cuthbertson, L., Ayres, R., & Schalom, M. (2003). Year 1 evaluation of the Ford Family Foundation’s National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Hansen, J., Cuthbertson, L., Schalock, M., & Ayres, R. (2003). Evaluation of the first year of the Ford Family Foundation’s National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Hansen, J., & Cuthbertson, L. (2004). Year 2 evaluation of the Ford Family Foundation's National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Hembree, R.M. (1999). Technology: Increasing access for all. Journal of the Alliance of Information and Referral Systems, 21, 1-18.
  
  
• Hood, D., Glang, A., & Lash, M. (2002). Family advocacy skills training. Washington, DC: Health Resources and Services Administration, Maternal and Child Health Bureau. Available from: http://www.tr.wou.edu/tbi/fast/
  
  
• Hood, D., Todis, B., & Beck, L. (2004). Twelve months to Triple-A service: Community collaboration to make services available, accessible, and appropriate for people with brain injury. Washington, DC: Health Resources and Services Administration, Maternal and Child Health Bureau.
  
  
• Hood, D., Todis, B., & Glang, A. (2005). Life After High School. McLean, VA: Brain Injury Association of America.
  
  
• Isaacson, A., & Ayres, R. (1999). Clinical assessment. In M. Bullis & C. Davis (Eds), Functional assessment for adolescents and adults with learning disorders (pp. 37-45). Austin, TX: Pro-Ed.
  
  
• Johnson, B., Fewx, A., & Johnson, P. (2003). MultiYear database CD-ROM. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Johnson, P. (1999). Western Community Policing Center, 1997-98 Evaluation, Final Report. Monmouth, OR: Western Oregon University, Western Community Policing Center.
  
  
• Johnson, P., Brame, S., & Johnson, B. (1999). Getting results from COPS Team Training. Community Policing Exchange, 2(29), 8. Available from: http://www.communitypolicing.org/publications/exchange/a_n-d99.htm
  
  
• Johnson, P., Fewx, A., Johnson, B., & Brame, S. (2001). Country crime initiative CIRCLE project – Comprehensive Indian resources for communities and law enforcement, Final Report. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Kelley, P. (1999). Case studies. In M. Bullis & C. Davis (Eds.), Functional assessment in transition and rehabilitation for adolescents and adults with learning disabilities (pp. 79-88). Austin, TX: Pro-Ed.
  
  
• Killoran, J. (1999). The 1997 amendments to the Individuals with Disabilities Education Act: Changes to parent participation, evaluations and reevaluations, and the IEP process. Deaf-Blind Perspectives, 6(2), 3-7.
  
  
• Killoran, J., Templeman, T., Peters, J., & Udell, T. (2001). Identifying paraprofessional competencies for early intervention and early childhood special education. Teaching Exceptional Children, 34(1), 68-73.
  
  
• Killoran, J., Piazza Templeman, T., Peters, J., & Udell, T. (2000). Identifying paraprofessional competencies for early intervention and early childhood special education. Teaching Exceptional Children, 32(5), 68-73.
  
  
• Killoran, J. (2004). Recommendations on the training of interveners for students who are deafblind. Logan, UT: Utah State University, SKI HI Institute.
  
  
• Killoran, J., Davies, P., & McNulty, Kathy (2006). The NTAC Outcomes and Performance Indicators for Children and Youth who are Deaf-Blind, their Service Providers and Families. Teaching Research Institute, Monmouth, OR.. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Klumph, R. (1994, Spring). Cruising the information highway. Deaf-Blind Perspectives, 1(3), 3. Available from: http://www.tr.wou.edu/tr/dbp/pdf/may94.pdf
  
  
• Kosko, K., & Kelley, P. (1999). Referral and intake. In M. Bullis & C. Davis (Eds.), Functional assessment in transition and rehabilitation for adolescents and adults with learning disabilities (pp. 9-35). Austin, TX: Pro-Ed.
  
  
• Leonard, A., Reiman, J., & Duren, D. (2003). Considerations for mediating with people who are culturally deaf (Briefing Paper). Eugene, OR: , National Center on Dispute Resolution in Special Education (CADRE). Available from: http://www.directionservice.org/cadre/deafpaper.cfm
  
  
• Leslie, G., & Malloy, P. (2001, Summer). Clearinghouse, special library make DB-LINK vital, unique. Counterpoint, 1, 12.
  
  
• Leslie, G. (2003). DB-LINK. Exceptional Parent, 3(5), 78-83.
  
  
• Leslie, G., Reiman, J., & Mar, H. (2001). Research to real life: Innovations in deaf¬blindness. Monmouth, OR: Western Oregon University, Teaching Research Division DB LINK.
  
  
• Leslie, G. (2006). Research to Real Life: Innovations in Deaf-Blindness 2006. Monmouth, OR: DB-LINK, . Available from: http://www.dblink.org/pdf/research-pub2.pdf
  
  
• Leslie, Gail, Contributing Writer, (2007). Students with Deafblindness: Educational Service Guidelines. Watertown, MA: , Hilton/Perkins.
  
  
• Malloy, P. (2004, Fall). Educational services, programs for children who are deaf-blind. Counterpoint, 4-5.
  
  
• Malloy, P. (2004, Fall). Trends in deaf-blind education. Counterpoint, 5-7.
  
  
• Marvin, R., & Deardorff, P. (1999, Fall). Volunteers in the early childhood classroom. Teaching Research Early Childhood Newsletter.
  
  
• Marvin, R., & Hakoda, Susan (1997). Teaching Research Early Childhood Newsletter. Nurturing Language Development.
  
  
• McConney, A., Schalock, M., & Schalock, H. (1998). Focusing Improvement and Quality Assurance: Teacher Work Samples as Authentic Performance Measures of Prospective Teacher’s Effectiveness. Journal of Personnel Evaluation in Education, 11, 343-363.
  
  
• McConney, A., Schalock, M., & Schalock, H. (1997). Indicators of student learning in teacher evaluation., In J. Strong (Ed.), Evaluating Teaching: A Guide to Current Thinking and Best Practice. (pp. 162-192). Newbury Park, CA: Corwin..
  
  
• McConney, A., Ayres, R., Todd-Goodson, D., & Cuthbertson, L. (1999). Oregon Structure of Intellect (SOI) model schools pilot program: Year 2 third party evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group.
  
  
• McConney, A., Ayres, R., Cuthbertson, L., & Todd-Goodson, D. (2003). Oregon Structure of Intellect™ (SOI) model schools pilot program: Year 3 third party evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group. (ERIC Document Reproduction Service No.ED446123).
  
  
• McConney, A., & Ayres, R. (2001). Evaluation of the effectiveness of the 21st century community schoolhouse: Year 1 evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group.
  
  
• McConney, A., Ayres, R., Cuthbertson, L., & Todd-Goodson, D. (2000). Oregon Structure of Intellect (SOI) model schools pilot program: Year 3 third party evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group.
  
  
• McConney, A., Ayres, R., Cuthbertson, L., & Todd-Goodson, D. (2001). Third party evaluation of the effectiveness of the Structure of Intellect model schools pilot program (Years 1-4). Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• McConney, A., Ayres, R., Hansen, J., & Cuthbertson, L. (2001). Findings on human resources. In Westat (Eds.), Report on the final evaluation of the city-state partnership (pp. 167-225). Rockville, MD: Westat.
  
  
• McConney, A., Rudd, A., & Ayres, R. (2002). Getting to the bottom line: A method for synthesizing findings within mixed-method program evaluations. American Journal of Evaluation, 23(2), 121-140.
  
  
• McNulty, K., Stremel, K., Bixler, B., Layton, K., & Morgan, S. (2002). Communication fact sheets for parents. Monmouth, OR: Western Oregon University, Teaching Research Division, National Technical Assistance Consortium for Children and Young Adults who are Deaf-Blind (NTAC).
  
  
• Melamed, J., & Reiman, J. (2000). Collaboration and conflict resolution in education. High School Magazine, 7(7), 16-21.
  
  
• Morihara, B. (2001). Practice and pedagogy in university web teaching. , OR: , . Available from: http://kolea.kcc.hawaii.edu/tcc/tcon01/papers/morihara.html
  
  
• Norris, D. (2001, November). Creating family traditions. Teaching Research Child Development Center Monthly Newsletter.
  
  
• Norris, D. (2002, May). Humor in your children. Teaching Research Child Development Center Monthly Newsletter.
  
  
• Norris, D. (2003, Summer). The power of observation. The Oregon Association of Child Care Directors Quarterly Newsletter.
  
  
• Norris, D. (2001). Teaching Research Child Development Center: Operator’s manual. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Norris, D. (2001). Descriptive study of children’s responses to conflict situations. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Norris, D. (2002). Having fun reading with your child. Teaching Research Child Development Center family event packet.. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Paul, J., Lavely, L., Cranston-Gingras, A., & Taylor, E. (2002). Rethinking professional issues in special education. Westport, CT: Greenwood Press.
  
  
• Reiman, J. (2000). Parenting after marriages end. Monmouth, OR: Western Oregon University, Teaching Research Division. Available from: http://www.mediate.com/articles/marig.cfin
  
  
• Reiman, J., & Bullis, M. (1998). Transition Competence Battery (TCB) for deaf adolescents and young adults. Santa Monica, CA: James Stanfield Co..
  
  
• Reiman, J., & Bullis, M. (1999). The Mini Transition Competence Battery (Mini TCB) for deaf adolescents and young adults. Santa Monica, CA: James Stanfield Co..
  
  
• Reiman, J., Beck, L., Peter, M., Zeller, D., Moses, P., & Engiles, A. (2007). Initial review of research literature on ADR in special education. Eugene, OR: Consortium for Appropriate Dispute Resolution in Special Education, (CADRE). Available from: http://www.directionservice.org/cadre/raisedoc.cfm
  
  
• Rudd, A., Stoll, S., & Beller, J. (1999). Measuring moral and social character among a group of Division 1A college , non-athletes and ROTC military cadets. Research Quarterly fore Exercise and Sport, 70(Suppl. 1), 127.
  
  
• Schalock, H., Schalock, M., & Hansen, J. (2001). Research Brief 9: A contextual variable influencing classroom performance: Mentoring effects. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, H., Schalock, M., & Hansen, J. (2001). Research Brief 7: Preliminary Findings around a hypothesis: Linking dimensions of preparation to classroom performance. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, H., Hansen, J., McConney, A., & Schalock, M. (2001). Research Brief 5: Classroom observation data: Instrumentation, procedures, quality and trustworthiness. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, H., Schalock, M., & Hansen, J. (2001). Research Brief 8: Antecedents of teacher preparation program effects: Institutional traces on classroom performance. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, H., Schalock, M., & Myton, D. (1998). Effectiveness-Along with Quality - Should be the Focus. Phi Delta Kappan, 79(6), 466-470.
  
  
• Schalock, H., Schalock, M., & Ayres, R. (2006). Scaling-up research in teacher education: New demands on theory, measurement and design. Journal of Teacher Education, 57(2), 102-119.
  
  
• Schalock, M., & Ayres, R. (2005). Final Report 2005 Third Party Evaluation of the Oregon Forest Education Program. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M. (1998). Accountability, student learning, and the preparation and licensure of teachers: Oregon’s teacher work sample methodology. Journal of Personnel Evaluation in Education, 12(3), 269-286.
  
  
• Schalock, M. (2002). Research Brief 12: Self-assessment of competence on continuing licensure proficiencies and the evidence used in making these ratings. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M., Ayres, R., & McConney, A. (2002). Research Brief 13: Beginning teacher beliefs on accountability for student learning. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M., & Cuthbertson, L. (2001). Research Brief 1: The TEP-2 research project: Purpose, design, and participants. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M., & Cuthbertson, L. (2001). Research Brief 2: Teaching assignments and conditions of work. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M., Johnson, P., Fewx, A., & Johnson, B. (2001). Final report on a pilot study for the development of a longitudinal curriculum based assessment database. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M., & Schalock, H. (2002). Research Brief 10: The prevalence of specific standards-based teaching practices observed in the classrooms of first and second year teachers. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M., & Cuthbertson, L. (2002). Assignments and conditions of work. Findings from a small sample longitudinal study of teacher program effects, Brief 2. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M., & Cuthbertson, L. (2002). The TEP-2 research project: Purpose, design, participants. Findings from a small sample longitudinal study of teacher program effects, Brief 1. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M. (1999). Student opportunities for learning: Conditions for success. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Schalock, M. (1999). OSLIS brings information literacy resources to elementary schools. Interchange, 5(1), 2-4.
  
  
• Schalock, M. (2002). Collaboration to promote information literacy: A brief summary of OSLIS 2000-2001 evaluation results. Interchange, 30(1), 10-15.
  
  
• Schalock, M. (2002). Assessing teacher work samples. In G. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 65-89). Washington, DC: American Association of Colleges of Teacher Education.
  
  
• Silva, L., & Cignolini, A. (2005). A medical qigong methodology for early intervention in autism spectrum disorder: A case series.. American Journal of Chinese Medicine, 33(2), 315-327.
  
  
• Silva, L., Ayres, R., & Schalock, M. (). Outcomes of a pilot training program in a qigong massage intervention for young children with autism.. American Journal of Occupational Therapy. (in press).
  
  
• Silva, L., Cignolini, A., Warren , R., Budden, S., & Skowron-Gooch, A. (2007). Improvement in sensory impairment and social interaction in young children with autism following treatment with an original qigong massage methodology.. American Journal of Chinese Medicine, 35(3), 393-406.
  
  
• Silva, L., Schalock, M., Ayres, R., Bunse, C., & Budden, S. (under review). (). Qigong Sensory Training: a controlled study of an early intervention for sensory impairment and autism.. American Journal of Occupational Therapy.
  
  
• Sohlberg, M., Todis, B., Fickas, S., Hung, P-F., & Lemoncello, R. (2005). A profile of community navigation in adults with chronic cognitive. Brain Injury, 19(14), 1249-1259.
  
  
• Sohlberg, M., Fickas, S., Ehlhardt, L., & Todis, B. (2005). The longitudinal effects of accessible email for individuals with severe cognitive impairments. Aphasiology, 19(7), 651-681.
  
  
• Sohlberg, M., Ehlhardt, L., & Todis, B. (2002). CORE: Comprehensive overview of requisite e-mail skills, Technical Report. Eugene, OR: University of Oregon, Department of Computer and Information Science.
  
  
• Sohlberg, M., Todis, B., Glang, A., & Lash, M. (1999). Brain injury: Causes and consequences for students. Wake Forest, NC: L & A Publishing/Training.
  
  
• Sohlberg, M., Ehlhardt, L., Fickas, S., & Sutcliffe, A. (2003). A pilot study exploring electronic mail in users with cognitive-linguistic impairments. Brain Injury, 17(7), 609-629.
  
  
• Sohlberg, M., Todis, B., & Glang, A. (1999). SCEMA: A team-based approach to serving secondary students with executive dysfunction following brain injury. Aphasiology, 12(12), 1047-1092.
  
  
• Sohlberg, M., Todis, B., & Glang, A. (1999). Changes in self awareness: Among students with brain injuries. Wake Forest, NC: L & A Publishing/Training.
  
  
• Sohlberg, M., McLaughlin, K., Todis, B., Larsen, J., & Glang, A. (2001). What does it take to collaborate with families affected by brain injury? A preliminary model. Journal of Head Trauma Rehabilitation, 16(5), 498-509.
  
  
• Stilwell, A. (2006, Summer). Underidentification of students with brain injury: The Back to School and TBI Outcomes studies. Counterpoint, 12.
  
  
• Stremel, K., Haynes, D., & Killoran, J. (2001, Winter). It’s never too early: Collaborating with state early childhood programs. Deaf-Blind Perspectives, 9(2), 3-6.
  
  
• Stremel, K. (2000). Communication module I-III: What to teach. Monmouth, OR: Western Oregon University, Teaching Research Division.
  
  
• Stremel, K., & Malloy, P. (2006, Winter). Cochlear implants for young children who are deaf-blind. Deaf-Blind Perspectives, 13(2), 1-5. Available from: http://www.tr.wou.edu/tr/dbp
  
  
• Taylor, E. (2001). Preservice teachers' conceptions of intelligence and giftedness. Tampa, FL: University of South Florida, University of South Florida.
  
  
• Taylor, E. (2006, Winter). Classroom observation instrument for educational environments serving students with deaf-blindness. Deaf-Blind Perspectives, 13(2), 8-9. Available from: http://dblink.org
  
  
• Todis, B., & Glang, A. (2008). Redefining success: Results of a qualitative study of postsecondary transition outcomes for youth with traumatic brain injury.. Journal of Head Trauma Rehabilitation, 23(4), 252-263.
  
  
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