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Published Research

(HDI trainees/research assistants listed in bold)


Alternate Assessment Research:

Towles-Reeves, E., Kleinert, H., & Muhomba, M. (2009). Alternate assessment: Have we learned anything new?Exceptional Children, 75, 233-252.

Kleinert, H., Browder, D., Towles-Reeves, E. (2009). Models of cognition for students with significant cognitive disabilities: Implications for assessment. Review of Educational Research, 79 (1), 301-326

Towles-Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). Knowing what students know: Defining the student population taking alternate assessments based on alternate achievement standards. Journal of Special Education, 42, 241-254.

Towles-Reeves, E., & Kleinert, H. (2006). The impact of one state’s alternate assessment upon instruction and IEP development. Rural Special Education Quarterly, 25(3), 31-39.

Clayton, J., Burdge, M., Denham, A., Kleinert, H., & Kearns, J. (2006). A four-step process for accessing the general curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38 (5), 20-27.

Towles-Reeves, E., Garrett, B., Burdette, P., & Burdge, M. (2006). What are the consequences? Validation of large-scale alternate assessment systems and their influence on instruction. Assessment for Effective Intervention, 31(3), 45-57.

Towles-Reeves, E., Kampfer-Bohach, S., Garrett, B., Kearns, J.F., & Grisham-Brown, J. (2006). Are we leaving our children behind? State deaf-blind coordinators’ perceptions of large-scale assessments. Journal of Disability Policy Studies, 17(1), 40-47.

Collins, B., Kleinert, H., & Land, L. (2006). Addressing math standards and functional math. In D. Browder & F. Spooner (Eds.), Teaching Reading, Math and Science to Students with Significant Cognitive Disabilities.Baltimore: Paul Brookes.

Kearns, J., Burdge, M., Clayton, J., Denham, A., & Kleinert, H. (2006). How students demonstrate academic performance through portfolio assessment. In D. Browder & F. Spooner (Eds.), Teaching Reading, Math and Science to Students with Significant Cognitive Disabilities. Baltimore: Paul Brookes.


Health Education in Developmental Disabilities (for Resident Physicians, and for Medical, Nurse Practitioner, Physician Assistant, and Dental Students)

Sheppard-Jones, K., Kleinert, H., Paulding, C., & Espinosa, C. (in press). Family planning for adolescents and young women with disabilities: A primer for practitioners. International Journal of Disability and Human Development, 7, 339-344

Boyd, S., Sanders, C., Kleinert, H., Huff, M., Lock, S., Johnson, S., Clevenger, K., Clark, T., Bush, N., VanDyke, E. (2008). Virtual patient training to improve reproductive healthcare for women with intellectual disabilities. Journal of Midwifery and Women’s Health, 53, 453-460.

Sanders, C., Kleinert, H., Boyd, S., Herren, C., Thiess, L., & Mink, J. (in press). Virtual patient instruction for dental students: Can it improve dental care access for persons with special needs. Special Care in Dentistry.

Sanders, C., Kleinert, H., Free, T., King, P., Slusher, I., & Boyd, S. (2008). Improving nurse practitioner students’ competencies and comfort in delivering care to children with developmental disabilities using virtual patient modules. Journal of Nursing Education, 47, 66-73.

Kleinert, H., Fisher, S., Sanders, C., & Boyd, S. (2007). Improving physician assistant students’ competencies in developmental disabilities using virtual patient modules. The Journal of Physician Assistant Education, 18 (2), 33-40.

Kleinert, H., Sanders, C., Mink, J., Nash, D., Johnson, J., Boyd, S. & Challman, S. (2007). Improving student dentist competencies and perception of difficulty in delivering care to children with developmental disabilities using a virtual patient module. Journal of Dental Education, 71, 279-286.

Sanders, C., Kleinert, H., Free, T., Slusher, I., Clevenger, K., Johnson, S., & Boyd, S. (2007). Caring for children with intellectual and developmental disabilities: Virtual-patient instruction improves students’ knowledge and comfort level. Journal of Pediatric Nursing, 22 (6), 457-466.

Ferguson, J., Kleinert, H., Lunney, C., & Campbell, L. (2006). Improving resident physicians’ competencies and attitudes in delivering a postnatal diagnosis of Down syndrome. Obstetrics and Gynecology, 108, 898-905.

Rous, B., McCormick, K., Gooden, C. & Townley, K. (In press). Kentucky’s early childhood continuous assessment and accountability system: Local decisions and state supports. Topics in Early Childhood Special Education.

Smith, B. & Rous, B. (2008). Law and policy. In Winton, P., McCollum, J. & Catlett, C. (Eds.) Preparing Effective Professionals: Evidence and Applications in Early Childhood and Early Intervention. Baltimore MD: Paul H. Brookes Publishing

McCormick, K.M., Stricklin, S., Nowak, T. M., & Rous, B. (2008). Using eco-mapping to understand family strengths and resources. Young Exceptional Children , 11(2), pp 17-28.

Rous, B., Teeters, C.M. & Stricklin, S. (2007). Strategies for supporting transitions for young children with special needs. Journal of Early Intervention 30:1.

Rous, B., Grove, J. & Townley, K. (2007). Developing a statewide early childhood professional development system. Dimensions 35(1).

Rous, B., Hallam, R., Harbin, G., McCormick, K, & Jung, L. (2007). The transition process for young children with disabilities: A conceptual framework. Infants and Young Children 20(2).

Rous, B. & Hallam, R. (2006). Tools for transition in early childhood: A step-by-step guide for agencies, teachers, and families. Baltimore MD: Paul H. Brookes Publishing (BOOK)


Quality of Life for persons with significant disabilities

Sheppard-Jones, K., Garrett, B. & Huff, M. (2007). Community based work experiences for students with significant disabilities: Real world work equals real world success. International Journal on Disability and Human Development.

Kleinert, H., Miracle, S., & Sheppard-Jones, K. (2007). Including students with moderate and severe disabilities in extracurricular and community recreation activities: Steps to success! Teaching Exceptional Children, 39 (6), 33-38.

Kleinert, H., Miracle, S., & Sheppard-Jones, K. (2007). Including students with moderate and severe intellectual disabilities in school extracurricular and community recreation activities. Intellectual and Developmental Disabilities, 45 (1), 46-55.

Kleinert, H., Cloyd, E.Rego, M., & Gibson, J. (2007). Students with disabilities: Yes, foreign language instruction is important! Teaching Exceptional Children, 33(3), 24-29.

LoBianco, T. & Sheppard-Jones, K. (2006). Perceptions of disability as related to medical and social factors.Journal of Applied Social Psychology.

Sheppard-Jones, K., Prout, H.T., & Kleinert, H. (2005). Quality of life dimensions for adults with developmental disabilities: A comparative study. Mental Retardation, 43 (4), 281-291.


Other HDI research areas

  • Community-based work experiences
  • Recreation and extra-curricular experiences for students with significant cognitive disabilities
  • Teaching foreign languages to students with disabilities
  • Perceptions of Disability