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Teaching Research Institute

TRI Publications and Products

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Publications: 2006-Present

The Center on Educator Preparation and Effectiveness
  • Blasco, P.M., & Saxton, S. (2013). The little brain that could. Executive function in young children with disabilities. Young Exceptional Children. doi:10.1177/1096250613493296
  • Blasco, P. A., & Blasco, P.M. (in press). Cerebral palsy and associated disabilities. In R. H. Hasham (Ed.). Medical problems in the classroom (5th ed.). Austin, TX: PRO-ED.
  • Blasco, P.M., Barton, E. & Udell, T. (submitted for review). Competencies for professionals in inclusive programs. Early Childhood Teacher Education.
  • Blasco, P.M., Allen, D., Banerjee, R., Barton, E., Newton, J., & Rosenberg, C. (September, 2012). Promoting the health, safety and well-being of young children with disabilities and developmental delays. Executive Summary, Division for Early Childhood, MT: Missoula.
  • Blasco, P.M. (2008). Social mastery motivation: Scaffolding opportunities for young children. Monographs of Young Exceptional Children (Serial No.10), 93-104.
  • Blasco, P.M. & Allen, D. (in preparation). Early intervention services for infants, toddlers, and their families (2nd ed.).
  • Blasco, P.M., Barton, E. & Udall, T. (in preparation). Competencies for professionals in inclusive programs. Young Exceptional Children.
  • Blasco, P.M., Falco, R., Munson, L. (2006). Project SELF: Infusing the concept of self-determination in a teacher preparation program. Journal of Early Intervention, 29, 63-79.
  • Blasco, P.M., Munson, L., & Foltz, M. (in preparation). Blending infant/toddler mental health and early intervention/early childhood special education into preservice programs. Young Exceptional Children.
  • Blasco, P.M., Robinson, C., Roberts, R., Joseph, G., Swett, J., Lindeman, D. (Approved , 2006). Prevention of social, eEmotional, physical and cognitive disabilities and the promotion of health, safety and well-being. Division for Early Childhood. Missoula, MT. www.dec-sped.org.
  • Blasco, P.M., Rogers, B., Votruebek, W., McKearnan, K., & Helwig, A. (2007). Developmental Follow-up Clinic at Doernbecher Children's Hospital brochure. Oregon Health Sciences University, Portland, OR.
  • Buysse, V., Blasco, P.M. et al. (2007). Comments on the plan for addressing long-term research priorities for the Institute of Education Services. (August, 2006). Division for Early Childhood. Missoula, MT. www.dec-sped.org.
  • 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
The Center on Inclusion
  • 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.
  • Irinaga-Bistolas, C., Schalock, M.D., Marvin, R., & Beck, L. (2007). Bridges to Success: A developmental induction model for rural early career special educators. Rural Special Education Quarterly, 26(1), 13-22.
  • Udell, T., & Glasenapp, G. (2005). Managing challenging behaviors in young children: Using adult communication as a prevention and teaching tool. Child Care Information Exchange.
The Evaluation and Research Group Office
  • 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.
  • Cuthbertson, L. (2006). Third Party Evaluation of Roseburg High School's Smaller Learning Communities: Year 2. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Ferguson, P.M., Ferguson, D.L., & Brodsky, M. (2008) "Away from the public gaze": A History of the Fairview Training Center and the Institutionalization of People with Developmental Disabilities in Oregon. Monmouth, OR: Western Oregon University.
  • Ferguson, D. & Silva, L.M.T. (2008). "Willing to try anything," "Nothing to lose": How families experience and explain an alternative treatment for autism. Teaching Research Institute Publications.
  • Schalock, H. & Schalock, M. (2011). Teacher Work Sample Methodology at Western Oregon University. In H. Rosselli, M. Brodsky, & Girod, M (Eds.) Connecting Teaching and Learning: History, Evolution and Case Studies of Teacher Work Sample Methodology (pp. 1-24). Lanham, MD: Rowman and Littlefield.
  • 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.
  • Silva, L., Ayres, R., & Schalock, M. (2008). Outcomes of a pilot training program in a qigong massage intervention for young children with autism. American Journal of Occupational Therapy, 62(5), 538-546.
  • Silva, L., Ayres, R., & Schalock, M. (2011). A model and treatment for autism at the convergence of Chinese medicine and neuroscience: First 130 cases. Chinese Journal of Integrative Medicine, 17(6), 421-429.
  • Silva, L., Ayres, R., & Schalock, M. (2008). Outcomes of a pilot training program in a qigong massage intervention for young children with autism. American Journal of Occupational Therapy, 62(5), 530-538.
  • 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. (2011). Autism Parenting Stress Index: Initial psychometric evidence. Journal of Autism and Developmental Disorder, 42(4), 566-74.
  • Silva, L. & Schalock, M. (2012).Sense and Self-Regulation Checklist, a measure of comorbid autism symptoms: Initial psychometric evidence. American Journal of Occupational Therapy, 66(2), 177-186.
  • Silva, L. & Schalock, M. (2013). Prevalence and significance of abnormal tactile responses in young children with autism. North American Journal of Medicine and Science, 6(3), 121-127.
  • Silva, L. M. T, Schalock, M.D., Ayres, R., Bunse, C. & Budden, S. (2009). Qigong massage treatment of sensory and self-regulation problems in young children with autism: A randomized controlled trial. American Journal of Occupational Therapy, 63(4), 423-432.
  • Silva, L., Schalock, M. & Gabrielsen, K. (2011). Early intervention for autism with a parent-delivered Qigong massage program: A randomized controlled trial. American Journal of Occupational Therapy, 65(5), 550-559.
  • Silva, L., Schalock, M., Garberg, J., & Lammers Smith, C. (2012). Qigong massage for motor skills in young children with cerebral palsy and down syndrome. American Journal of Occupational Therapy, 66(3), 348-55.
  • Silva, L., Schalock, M., Williams, M. (2013). Improved speech following parent-delivered Qigong massage in young children with Down syndrome: A pilot randomised controlled trial.Early Child Development and Care, DOI:10.1080/03004430.2012.761607
  • Silva, L.M.T. and Schalock, M.D. (2013). Treatment of tactile impairment in young children with autism: Results with GiGong massage. International Journal of Therapeutic Massage and Bodywork, 6(4), 12-20.
  • Silva, L., Vaicekauskaite, R., & Aciene, E. (2012). Alternative support for families with autistic children in Lithuania. Tiltai/Bridges, 2(59), 125-132.
The Center on Sensory Disabilities
  • Bashinski, S., Durando, J. & Stremel Thomas, K. (2010). Family survey results: Children with deaf-blindness, who have cochlear implants. AER Journal: Research and Practice in Visual Impairment and Blindness, 3(3), 9-12.
  • 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.
  • 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
  • Malloy, P. (2010). Making online technical assistance connections: The Kansas distance mentorship project. Deaf-Blind Perspectives, 17(2), 6-9.
  • Stremel Thomas, K. (in preparation with other authors). Children who are deaf-blind with cochlear implants: A case study.
  • Stremel, K (2006, Fall). The National Technical Assistance & Dissemination Center for Children & Youth who are Deaf-Blind, Deaf-Blind Perspectives.
  • Stremel, K. & Campbell, P. (2007). Implementation of early intervention within natural environments. Journal of Early Childhood Services, 1(2), 83-105.
  • 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. (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
  • Thelin, J., Swanson, L., Davenport, S., Hartshorne, T. & Stremel, K. (2006). Characteristics of CHARGE Syndrome. ASHA Leader.
The Technology and Information Management Services
  • 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.
Products: 2000-Present

The Center on Educator Preparation and Effectiveness
  • 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.
The Center on Inclusion
  • Udell, T., Deardorff, P., Norris, D., Glasenapp, G., Piazza Templeman, T., Marvin, R., & Kenyon, D. (2004). The Teaching Research Assistance to Child Care Providers serving young children with disabilities curriculum, 2004 version, The Teaching Research Institute, Western Oregon University at Monmouth.
  • Udell, T., & Glasenapp, G. (2005). Managing challenging behaviors: Adult communication as a prevention and teaching tool. Behavior: A beginnings workshop book (pp. 26-29). Redmond, WA: Exchange Press.
  • Udell, T., Glasenapp, G., Norris, D., & Kenyon, D. (2004). Checklist for appropriate practices for inclusive programs. Monmouth, OR: Western Oregon University, Teaching Research Institute.
The Sensory Disabilities
  • 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).
The Technology and Information Management Services
  • Johnson, B., Fewx, A., & Johnson, P. (2003). MultiYear database CD-ROM. Monmouth, OR: Western Oregon University, Teaching Research Division.

Visit our Publications Archive: for publications prior to 2006 and products prior to 2000.

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Teaching Research Institute (503)838-8391 | or e-mail: triweb@wou.edu

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