Following is a list of my publications. You will find journal articles, book chapters, and manuals relating to the education of individuals with severe disabilities. I have primarily focused on learners with multiple handicaps or deafblindness within the areas of communication intervention, behavioral state, choice-making, instruction, and portfolio assessment.

Books

      Siegel, E. & Allinder, R. (in press,). An educational guide to IEP development and documentation: using a portfolio process for students with moderate and severe disabilities. Baltimore: Paul Brookes Publishing Co.

      Siegel, E., & Bashinski, S. (In press,). Enhancing interactions with learners who communicate without symbols. Baltimore: Paul Brookes Publishing Co.  

Selected Journal Articles (1993-2001)

      Ogletree, B.T., Sportsman, J.S., Van Giesem, T., & Siegel, E. (2000). Communication based services for persons with Severe disabilities: A survey of speech-language pathologists working in North Carolina residential centers. Education and Training in Mental Retardation and Developmental Disabilities, 35 (3), 336-346.

     Kelly, K., Siegel, E., & Allinder, R.  (2000).  Personal profile assessment summary: Creating windows into the world of children with special needs. Intervention in School and Clinic, 36(4), 202-210.

     Mu, K., Siegel, E., & Allinder, R. (2000).  Peer interactions and Sociometric Status of high school students with moderate or severe disabilities in general education classrooms. Journals of the Association for Persons with Severe Handicaps, 25, 142-152.

     Allinder, R., & Siegel-Causey, E. (1999).  "Who is Brad?" Preservice teacher's perceptions of summarizing assessment information about a student with moderate disabilities. Education and Training in Mental Retardation, 34(2), 157-169.

     Siegel-Causey, E., McGowen, S., Sands-Buss, S., & McMorris, C. (1998). In junior high you take earth science: Including a student with severe disabilities into an academic class. Teaching Exceptional Children, 31 (1), 66-72.

     Siegel-Causey, E. & Allinder, R. (1998). Using alternative assessment for students with severe disabilities: Alignment with best practices. Education and Training in Mental Retardation and Developmental Disabilities, 33 (2), 168-178.

     Wood, L., Lasker, M., Siegel-Causey, E., Beukelman, D., & Ball, L. (1998).  Input framework for augmentative and alternative communication. Augmentative and Alternative Communication, 14 (4), 261-267.

      Siegel-Causey, E. (1997). Responses to Reichle: Communication intervention with persons who have severe disabilities. Journal of Special Education, 31(1), 135-136.

      Siegel-Causey, E., & Bashinski, S. (1997). Enhancing initial communication and responsiveness of learners with multiple disabilities: A tri-focus framework for partners. Focus on Autism and Other Developmental Disabilities, 12(2), 105-120.

      Guess, D., Roberts, S., Siegel-Causey, E., & Rues, J. (1995). Replication and extended analysis of behavior state, environmental events, and related variables in profound disabilities. The American Journal on Mental Retardation, 1, 36-51.

      Guess, D., Siegel-Causey, E., Roberts, S., Guy, B., Ault, M., Rues, J. (1993). Analysis of state organization patterns among students with profound disabilities. The Journal of the Association for Persons with Severe Handicaps, 18(2), 93-108.

      Guess, D., Roberts, S., Siegel-Causey, E., Ault, M., Guy, B., Rues, J. (1993). Analysis of behavior state conditions and associated environmental variables among students with profound handicaps. American Journal on Mental Retardation, 97(6), 634-653.
 

Published Book Chapters (1990-2003)

Noonan, M.J. & Siegel, E. (2003) Special needs of young children with severe disabilities. In L. McCormick, D. Loeb, & R. Schiefelbush (Eds.) Supporting Children with communication difficulties in inclusive settings: School-based language intervention (2nd ed., pp. 409-433). Boston: Allyn & Bacon.  

Siegel, E., & Cress, C. (2002).  Overview of the emergence of early communication and symbolic behaviors.  In J. Reichle, D. Beukelman, & J. Light (Eds.), Volume X: Implementing an augmentative an augmentative communication system: Exemplary strategies for beginning communicators(pp. 25-27).  Baltimore, MD: Brookes Publishing.

Siegel, E. & Wetherby, A. (2000).  Enhancing nonsymbolic communication. In M. Snell & F. Brown (Eds.) Systematic Instruction of Persons with Severe Disabilities (5th ed., pp. 409-451) Columbus, OH: Merrill.

Noonan, M.J., & Siegel-Causey, E. (1996). Special needs of young children with severe handicaps. In L. McCormick, D. Loeb, & R. Schiefelbusch (Eds.), Supporting children with communication difficulties in inclusive settings: School-based language intervention. (pp. 405-432). Boston: Allyn & Bacon.

Siegel-Causey, E. (1995). Choosing systems and modes of communication-Module 12. In K.M. Huebner, J.G. Prickett, T.R. Welch, & E. Joffee (Eds.) Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind. New York: American Foundation for the Blind Press.

Siegel-Causey, E., Guy, B., & Guess, D. (1995). Students with severe and multiple disabilities. In E.L. Meyen & T. M. Skrtic (Eds.), Special Education and Student Disability (4th ed., pp. 415-450). Denver: Love Publishing.

Siegel-Causey, E., & Wetherby, A. (1993). Enhancing nonsymbolic communication. In M. Snell (Ed.). Systematic instruction of persons with severe disabilities (4th ed., pp. 290-318). Columbus, OH: Merrill.

Noonan, M.J. & Siegel-Causey, E. (1990). Special needs of learners with moderate, severe, profound, and multiple handicaps. In L. McCormick & R. Schiefelbusch (Eds.), Early language intervention (2nd ed., pp. 383-425). Columbus: Charles E. Merrill.

Guess, D., & Siegel-Causey, E, (1988). The severely and profoundly handicapped. In E. L. Meyen & T. M. Skrtic (Eds.), Exceptional Children and Youth: An Introduction (3rd ed., pp. 293-320). Denver: Love Publishing Co.

Siegel-Causey, E., & Downing, J. (1987). Nonsymbolic communication development: Theoretical concepts and educational strategies. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with sensory impairments. (pp. 15-48) Baltimore: Paul Brookes Publishing.

Siegel-Causey, E., Schulte, E., & Guess, D. (1987). Speech and language disorders. In V. Husselt & M. Hersen (Eds.), Psychological evaluation of the developmentally and physically disabled (pp. 261-293). New York: Plenum Press.

     Siegel, E., Allinder, R., & Geidel, A.  (2001).  Alternative Assessment of Accomplishments (AAA): Teacher's Handbook.  Unpublished manual, University of Nebraska-Lincoln.

     Member, Ad Hoc Committee on Autism (2000).  Technical Assistance Document: Verification & Effective Instructional Practices for Children with Autism Spectrum Disorder (ASD). Nebraska Special Education Advisory Council. Lincoln,NE: Department of Education, Special Populations Office.

     Member, Ad Hoc Committee on Autism. (2000). NE State Plan Document: Services for Children with Autism Spectrum Disorders (ASD). Nebraska Special Education Advisory Council, Lincoln, NE: Department of Education, Special Populations Office. 

     Geidel, A., Siegel, E. & Allinder R. (1999). Alternative Assessment of Accomplishments (AAA): Teacher's Handbook. Unpublished manual, University of Nebraska-Lincoln.   

     Inclusion: The PER-Kid Way.  Videotape (1999) Produced from MAX-IEP Project, Co-directors E. Siegel & C. Lowitzer.  Distributed by:  Child Development Media, Van Nuys, CA, Aquaris Video, Sherborn, MA, & Munroe-Meyer Institute, Omaha, NE.

     Siegel, E., & McMorris, C. (1999).  Quantitative dimensions of IEP implementation tool (QD-IEP).  Unpublished assessment instrument, University of Nebraska-Lincoln.

     Siegel, E., Foreword for book by J. Downing, (1999).  Teaching communication skills to students with severe disabilities, Paul Brookes Publishing.

     Ortgies, J.M.*, Allinder, R., & Siegel, E. (1999).  Portfolio assessment in the classroom.  Lincoln Public Schools Special Education Parent Newsletter.  (*student)

      Siegel-Causey, E. (1997). Assessment guidelines volume 1: Assessing young children with dual sensory and multiple impairments. Monmouth, OR: Teaching Research Publications.

      Siegel-Causey, E. (1995, 2nd Research Edition) The Infant-Toddler Characteristics Profile. Test protocol, University of Nebraska-Lincoln.

      Roberts, S., Siegel-Causey, E., Guy, B., & Guess, D. (1994 Edition). Environmental Variable Assessment. Research protocol. University of Kansas, Department of Special Education.

      Guess, D., Roberts, S., Siegel-Causey, E., Ault, M., Guy, B., Thompson, B., & Rues, J. (1993). Investigations into the state behaviors of students with severe and profound handicapping conditions. Monograph of the Department of Special Education, University of Kansas. No. 1.

      Siegel-Causey, E., & Bashinski, S. (1993). Augmentative communication programs for persons with moderate and severe disabilities. Long Distance Training Course Manual. University of Kansas, Department of Special Education.

      Siegel-Causey, E., Roberts, S., Guess, D., Struth, J. & Grant Project Staff (1993). Definitions of Behavior State (2nd Revision). Research protocal. University of Kansas, Department of Special Education.

      Guess, D., Roberts, S., Siegel-Causey, E., Ault, M., Guy, B., Thompson, B., & Rues, J. (1993). Investigations into the state behaviors of students with severe and profound handicapping conditions. Monograph of the Department of Special Education, University of Kansas. No. 1.

      Siegel-Causey, E. & Dale, D. (1992 ). Infant screening. Assessment manuscript. University of Kansas, Department of Special Education.

      Roberts, S., Siegel-Causey, E., Guess, D., Ault, M., Taylor, M., Rues, J., & Thompson, B. (1992 Edition). Student and Family Evaluation Form (SFEF)  Research protocol. University of Kansas, Department of Special Education.