Children at Risk (Disability)

Description of Task Force

This emerging niche area focuses on pedagogical changes for children with disability, which includes research on institutional and systemic issues, as well as teacher characteristics, capacity and teacher education pertaining to children at risk.

List of team members:

List of team members' publications related to the research theme:

  • Kenneth Poon Kin Loong
    • Magiati, I., Chang, J. Y., Tan, W. J., & Poon, K. K. (2014). Do non-referred young people with Autism Spectrum Disorders and their caregivers agree when reporting anxiety symptoms? A preliminary investigation using the Spence Children’s Anxiety Scale. Research in Autism Spectrum Disorders, 8, 546–558.
    • Nah, Y. H., & Poon, K. K. (2011). The perception of social situations by children with autism spectrum disorders. Autism, 15, 185–203.
    • Poon, K. K. (2011). The activities and participation of adolescents with autism spectrum disorders in Singapore: Findings from an ICF-based instrument. Journal of Intellectual Disability Research, 55, 790–800.
    • Poon, K. K. (2012). Challenging behaviors among children with autism spectrum disorders and multiple disabilities attending special schools in Singapore. Research in Developmental Disabilities, 33, 578–582.
    • Poon, K. K. (2013). Parental expectations regarding post-school social attainments of adolescents with autism spectrum disorders in Singapore. American Journal of Intellectual and Developmental Disabilities, 118(2), 95–107.
    • Poon, K. K., Koh, L., & Magiati, I. (2013). Parental perspectives on the importance and likelihood of adult outcomes for children with autism spectrum disorders, intellectual disabilities, or multiple disabilities. Research in Autism Spectrum Disorders, 7, 382–390.
    • Poon, K. K., & Lim, A. K. (2012). Current provision, recent developments, and future directions for early childhood intervention in Singapore. Infants and Young Children, 25(4), 323–333.
    • Poon, K. K., Musti-Rao, S., & Wettasinghe, C. M. (2013). Special education in Singapore: History, trends, and future directions. Intervention in School and Clinic, 49, 59–64.
    • Poon, K. K., Ooi, N., Bull, R., & Bailey, D. B. (2014). Psychometric validation of the Family Outcome Survey-Revised in Singapore. Research in Developmental Disabilities, 35(7), 1534–1543.
    • Poon, K. K., Soon, S., Wong, M. E., Kaur, S., Khaw, J., Ng, Z., & Tan, C. S. (2012). What is school like? Perspectives of Singaporean youth with high functioning autism spectrum disorders. International Journal of Inclusive Education, 1–12.
    • Poon, K. K., Watson, L. R., Baranek, G. T., & Poe, M. (2011). How joint attention, imitation, and object play behaviours in infancy predict later communication and intellectual functioning in autism spectrum disorders? Journal of Autism and Developmental Disorders, 41, 1–12.
    • Wong, M. E., Poon, K. K., Kaur, S. & Ng, Z. J. (in press). Parental perspectives and challenges in inclusive education in Singapore secondary schools. Asia Pacific Journal of Education, 1–14.
  • Li Jen-Yi
    • Chia, N. K. H., & Li, J. (2012). Design of a generic questionnaire for reflective evaluation of a virtual reality-based intervention using virtual dolphins for children with autism. International Journal of Special Education, 27(3), 45–53.
    • Li, J. (2010). Integrating self-determination instruction for youth with reading/learning disabilities. Journal of Reading and Literacy, 2, 83–91.
    • Li, J. (2014). American secondary special educators’ interagency collaboration in the transition practices. Bulletin of Educational Research, 60(2), 41–76.
    • Li, J., & Chong, J. Y. (2012). Social skills of children with special needs with and without additional mainstream kindergarten in Singapore.Journal of Reading and Literacy, 3, 43–75.
    • Li, J., & Goh, L. L. (2011). The role of self-efficacy on job readiness and career choices among people with intellectual disability in Singapore. Journal of the American Academy of Special Education Professionals, 120–138.
    • Lin, T., Li, J., Deng, F., & Lee, L. (2013). Understanding new media literacy: An explorative theoretical framework. Journal of EducationTechnology & Society, 16(4), 160–170.
    • Li, J., & Wang, L. (2012). Integrated bilingual special education. Journal of Reading and Literacy, 3, 24–39.
    • Li, J., & Tzuo, P. (2010). The mediational style of caregivers/teachers on nurturing children to become continuous learners in literacy. Journal of Reading and Literacy, 2, 10–21.
    • Lin, T. B., Wang, L. Y., Li, J. Y., & Chang, C. M. (2013). Pursuing quality education: The lessons from the education reform in Taiwan. The Asia-Pacific Education Researcher (SSCI), 1–22. doi:10.1007/s40299-013-0135-4
    • Tzuo, P., & Li, J. (2010). Creating new spaces to incorporate childcenteredness and postmodernism in classroom practices.Tunghai Educational Review, 5, 33–65.
  • Maureen Frances Neihart
    • Kiing, J., & Neihart, M. (2010). Screening for developmental delays in young children: How useful is the PEDS? In Chinese Medical Society (Ed.) 19th World Congress of the Int'l Assn for Child & Adolescent Psychiatry & Allied Professions AND 6th Congress of Asian Society of Child & Adolescent Psychiatry & Allied Professions. Beijing, China: Chinese Medical Society.
    • Kiing, J., Neihart, M., Chan, Y. H., & Low, P. S. (2012). Interpreting parents' concerns about their children's development with the parent's evaluation of developmental status: Culture matters. Journal of Developmental and Behavioral Pediatrics, 33(2), 1–5.
    • Neihart, M. (1998). Gifted children with asperger's syndrome. In National Association for Gifted Children (Ed.) The annual conference of the national association for gifted children. Louisville, KN: National Association for Gifted Children.
    • Neihart, M. (2009). Digging for gold: Gifted children with autism spectrum disorders. In K. Poon (Ed.), Educating students with autism spectrum disorders: Making school meaningful. Singapore: Prentice Hall.
    • Neihart, M. (2001). Teaching gifted students with Asperger's Syndrome. In F. Rainey & S. Baum (Ed.), Perspectives in gifted education: Twice exceptional children (pp. 114–134). Denver, CO: University of Denver.
    • Neihart, M. (2000). Gifted children with Asperger's Syndrome. Gifted Child Quarterly, 44, 222–230.
    • Neihart, M. (2003, April). Helping multiexceptional students succeed. Paper presented at Annual State Conference of the Montana Association for Gifted and Talented Education, Billings, United States.
    • Neihart, M. (2004, February). Helping multiexceptional students succeed. Paper presented at Annual Conference for the Illinois Association for Gifted Children, Chicago, IL.
    • Neihart, M. (2004, June). Helping multiexceptional students succeed: What works? Paper presented at 18th International Conference on the Autonomous Learner Model, Estes Park, United States.
    • Neihart, M. (2004, September). Helping asperger students succeed: What works? Paper presented at Annual Texas State Conference on Autism, Corpus Christi.
    • Neihart, M. (2011). Anxiety, depression and resilience. In T. L. Cross & J. R. Cross, (Eds.), Handbook for counselors serving students with gifts and talents (pp. 615–630). Waco: Prufrock Press.
    • Neihart, M., & Poon, K. (2009). Gifted children with autism spectrum disorders. Waco, TX: Prufrock Press.
    • Wong, M. L., Neihart, M. F., & Tan, L. S. (2008). Teaching gifted students with disabilities. In S. K. Wright, L. G. Cohen, & K. K. Poon (Eds.), Special Education: Perspectives and practices (pp. 130–139). Singapore: Pearson.
    • Yeo, L. S., Neihart, M., Tang, H. N., Chong, W. H., & Huan, V. S. (2011). An inclusion initiative in Singapore for preschool children with special needs. Asia Pacific Journal of Education, 31(2), 143–158.
  • Rebecca Bull
    • Bull, R. (2008). Deafness, numerical cognition, and mathematics. In M. Marschark & P. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York, NY: Oxford.
    • Bull, R., Blatto-Vallee, G., & Fabich, M. (2006). Subitizing, magnitude representation, and magnitude retrieval in deaf and hearing adults. Journal of Deaf Studies and Deaf Education, 11, 289–302.
    • Bull, R., Marschark, M., & Blatto-Vallee, G. (2005). SNARC hunting: Examining number representation in deaf students. Learning and Individual Differences, 15, 223–236.
    • Bull, R., Marschark, M., Sapere, P., Davidson, W, Murphy, D., & Nordmann, E. (2011). Numerical estimation in deaf and hearing adults. Learning and Individual Differences, 21, 453–457.
    • Marschark, M., Bull, R., Sapere, P., Nordmann, E., Skene, W. A., Lukomski, J., & Lumsden, S. (2012). Do you see what I see? School perspectives of deaf children, hearing children, and their parents. European Journal of Special Needs Education, 27, 483–497.
  • Beth O’Brien
    • O’Brien, B. A., Wolf, M., & Lovett, M. W. (2012). A taxometric investigation of developmental dyslexia subtypes. Dyslexia, 18, 16–39.
    • O’Brien, B. A., Van Orden, G. & Pennington, B. F. (2013). Do dyslexics misread a ROWS as a ROSE? Reading & Writing: An Interdisciplinary Journal, 26(3), 381–402.
  • Anuradha Salil Kumar Dutt
    • Bachmeyer, M. H., Wacker, D. P., Cooper-Brown, L. J., Bassingthwaite, B. J., & Dutt, A. (2010). An evaluation of motivating operations in the treatment of food refusal. Journal of Applied Behavior Analysis.
    • Dutt, A. S. Functional behavioral assessment and classroom management. In W.S. Leong, Y. Cheng, & K. Tan, Developing assessment literacy: Working in Singaporean classrooms/schools. Singapore: Pearson Publishing.
    • Dutt, A., Chen, I., & Nair, R. Reliability and validity of skills and needs inventories in functional behavior assessments and interventions for school personnel. Journal of Special Education.
    • Dutt, A., Berg, W. K., Wacker, D. P., Ringdahl, J. E., Yang, L., Vinquist, K., & Zaman, M. (2014). The effects of skill training on preference for children with severe intellectual and physical disabilities. Journal of Developmental and Physical Disabilities.
    • Dutt, A.S., & Kit, P.L. (in press). Cross-Cultural considerations with Asian Indian American clients: A perspective on psychological assessment. In L. Benuto, N. S. Thaler, & B. Leany (Eds.), Guide to Psychological Assessment with Asian Americans. New York, NY: Springer Publishing.
    • Dutt, A., Ringdahl, J. E., Berg, W.K., & Wacker, D. P. (2012). A practitioner's guide on conducting preference assessments with individuals with severe to profound multiple disabilities. Intellectual and Developmental Disabilities.
    • Falcomata, T. S., Northup, J. A., Dutt, A. S., Stricker J. S., Vinquist, K.V., & Engebretson, B. J. (2008). A preliminary analysis of instructional control in the maintenance of appropriate behavior. Journal of Applied Behavior Analysis, 41, 429–434.
    • Falcomata, T. S., Wacker, D. P., Ringdahl, J. E., Vinquist, K., & Dutt, A. (2013). An evaluation of mand generalization and a stimulus control training procedure during functional communication training. Journal of Applied Behavior Analysis, 46, 444–454.
    • Ringdahl, J. E., Falcomata, T. S., Christensen, T. J., Bass-Ringdahl, S., Lentz, A., Dutt, A. S., & Schuh-Claus, J. (2009). Evaluation of a pre-treatment assessment to select mand topographies for functional communication training. Research in Developmental Disabilities, 30, 330–341.
    • Romani, P., Ringdahl, J. E., Vinquist, K. M., Dutt, A., Suess, A., Whittington, H. et al. (in press). Prompt density, rate of reinforecement, and the persistence of manding. The Psychological Record.
  • Ailsa Goh Ee Ping
    • Bambara, L. M., Goh, A., Kern, L., & Caskie, G. I. L. (2012). Perceived barriers and enablers to implementing individualized positive behavior interventions and supports in school settings. Journal of Positive Behavior Interventions, 14, 228–240. doi: 10.1177/1098300712437219
    • Goh, A., & Bambara, L. M. (2012). Individualized positive behavior support in school settings: A meta-analysis. Remedial and Special Education, 33, 271–286. doi: 10.1177/0741932510383990
    • Goh, A., & Bambara, L. M. (2013). Video self-modeling: A job skills intervention with individuals with intellectual disabilities in employment settings. Education and Training in Autism and Developmental Disabilities, 48, 103–119.

List of projects from this research group:

  1. EIPIC Impact Study: Early Intervention Programme for Infants and Children (EIPIC) Impact Study
  2. Evaluating the Functional Outcomes of Children with Hearing Loss in Singapore
  3. Foundations of Mathematical Performance of Deaf and Hearing Students
  4. OER 32/09 VC: New Media Literacy Of School Students In Singapore
  5. OER 5/10 LYH: Singapore Youth’s Participation in New Media Ecologies
  6. OER 15/12 LJY: Transition to Inclusive Society for Youths with Special Needs in Singapore: An Enquiry into Transition Outcomes
  7. OER 16/12 RB: Examining Kindergarten Approximation Sills as a Predictor of Children Requiring Learning Support for Mathematics
  8. OER 23/12 JQ: Teacher Efficacy in the Context of Teaching Low-Achieving Students in Singapore
  9. OER 58/12 OBA: Early Bilingual experience and English Literacy Acquisition: An Approach To Phonics Instruction
  10. OER 66/12 KP: Training Teachers to Support Youth with Autism Spectrum Disorders Included in Secondary Schools
  11. OER 63/12 MFN: The Use of a Mobile App Training Program to Improve Functional Communication with Autism
  12. OER 4/13 OBA: Developmental Differences in Aspectual Knowledge for English-Mandarin Bilinguals in Singapore
  13. RP 2/07 LJY: Nurturing Children to Continuous Learners: The Meditational Intervention for Sensitizing Caregivers/Teachers
  14. Social Communication of Autistic Children and Their Families in Singapore
  15. SUG 18/11 AD: A Needs Assessment for Capacity Building among School Personnel in Behavioural Assessments and Interventions with SPED Schools in Singapore
  16. SUG 13/12 GEP: Video-based Interventions in Special Education: A Meta-analysis
  17. SUG 12/13 TCS: Building the Capacity of Classroom Teachers in Supporting Pupils with Reading Difficulties
  18. SUG 29/13 AD: Assessment of Peers’ Level of Acceptance of Students with Autism Spectrum Disorders in Mainstream Schools Within Singapore