Research

References

The following is a comprehensive list of the works cited in the Clerc Center's Research Agenda.

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Barker D., Quittner, A. L., Fink, N. E., Eisenberg, L. S., Tobey, E. A., & Niparko, J. K. (2009). Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent-child communication. Developmental Psychopathology, 21(2), 373-392.

Cawthon, S. W., Schoffstall, S. J., & Garberoglio, C. L. (2014). How ready are institutions for students who are deaf or hard of hearing? Education Policy Analysis Archives, 22(13). doi: http://dx.doi.org/10.14507/epaa.v22n13.2014

DesJardin, J. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. Volta Review, 106(3), 275-298.

Fellinger, J., Holzinger, D., Dobner, U., Gerich, J., Lehner, R., Lenz, G., & Goldberg, D. (2005). Mental distress and quality of life in a deaf population. Social Psychiatry and Psychiatric Epidemiology, 40(9), 737-742.

Fellinger, J., Holzinger, D., Gerich, J., & Goldberg, D. (2007). Mental distress and quality of life in the hard of hearing. Acta Psychiatrica Scandinavica, 115(3), 243-245.

Fellinger, J., Holzinger, D., Sattel, H., Laucht, M., & Goldberg, D. (2009). Correlates of mental health disorders among children with hearing impairments. Developmental Medicine & Child Neurology, 51(8), 635-641.

Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/

Fishman, C. E., & Nickerson, A. B. (2014). Motivations for involvement: A preliminary investigation of parents of students with disabilities. Journal of Child and Family Studies, 24(2), 523-535.

Hintermair, M. (2008). Self-esteem and satisfaction with life of deaf and hard-of-hearing people—A resource-oriented approach to identity work. Journal of Deaf Studies and Deaf Education, 13(2), 278-300.

Hoover-Dempsey, K. V., & Sandler, H. M. (2005). Final performance report for OERI Grant #R305T010673: The social context of parental involvement: A path to enhanced achievement. Presented to Project Monitor, Institute of Education Sciences, U.S. Department of Education, March 22, 2005.

Jacobs, P. G. (2012). Deafness-specific tactic knowledge: A new understanding of mental health, and social and professional participation. INTECH Open Access Publisher.

Luckner, J. L. (2011). Designing integrated environments that maximize student success: Issues and trends. In D. F. Moores (Ed.), Partners in education: Issues and trends from the 21st international congress on the education of the deaf (pp. 38-49). Washington, DC: Gallaudet University Press.

Luft, P. (2013). Independent living services for deaf and hard of hearing students: Results of a nationwide survey of school programs. Journal of Applied Rehabilitation Counseling, 44(1), 18.

Luft, P., & Huff, K. (2011). How prepared are transition-age deaf and hard of hearing students for adult living? Results of the Transition Competence Battery. American Annals of the Deaf, 155(5), 569-579.

Marschark, M., & Knoors, H. (2012). Educating deaf children: Language, cognition, and learning. Deafness & Education International, 14(3), 136-160.

Moeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), e43-e43.

Raya, A. F., Ruiz-Olivares, R., Pino, J., & Herruzo, J. (2013). Parenting style and parenting practices in disabled children and its relationship with academic competence and behavior problems. Procedia-Social and Behavioral Sciences, 89, 702-709.

van Dijk, R., Nelson, C., Postma, A., & van Dijk, J. (2010). Assessment and intervention of deaf children with multiple disabilities. The Oxford Handbook of Deaf Studies, Language, and Education, 2, 172-191.

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