Publications and Honors:
Books:
Raver, S. (2009). Early Childhood Special Education (0-8 years): Strategies for
Positive Outcomes. Pearson/ Merrill/Prentice Hall Publishing Co.
Raver-Lampman, S., Chowdhury, S., Bhattacharya, L., & Chatterjee, A. (2001). Getting
an early start: Promoting the development of children with special needs.
Calcutta, India: MRIH.
Raver, S. A. (1999). Intervention strategies for infants and toddlers with special needs:
A team approach (2nd ed). Upper Saddle River, NJ: Merrill/Prentice-Hall Publishing Co.
Raver, S. A. (1991). Strategies for teaching at-risk and handicapped infants and toddlers:
A transdisciplinary approach. New York: Charles E. Merrill/MacMillan Publishing
Company.
Journal Articles:
*Non-Refereed
Raver, S. (in press). Early intervention: Philosophy and benefits. Early Intervention.
Raver, S., & Kolchenko, K. (2007). Inclusion of school-aged children with disabilities in Ukraine. Childhood Education, 83(6), 370-373.
Raver, S. A. (2007). Comparison of attitudes regarding university inclusion among students
with disabilities in the United States and Ukraine. Journal of International Special Needs Education,10, 13-21.
Raver-Lampman, S. & Kolchenko, K. (2007). Comparison of perceptions of inclusion between university instructors and students with disabilities in Ukraine. The Journal of the International Association of Special Education, 8(1), 43-53.
Raver, S. (2007). The emergence of inclusion for students with disabilities in Ukraine. International Journal of Special Education, 22(1), 32-38.
Raver-Lampman, S. (2007). Comparison of perceptions regarding university inclusion among students with disabilities in the United States and Ukraine. In Proceedings for People with Special Needs Symposium (pp. 116-118). Kyiv, Ukraine: University of Ukraina and the Ministry of Educational Research in Ukraine.
Raver, S. A. (2006). The debate over integration of students with disabilities in Ukraine. Journal of Global Awareness, 7(4), 47-56.
Raver, S. (2006). Using embedded learning opportunities during preschoolers with special needsFocus on Inclusive Education, 3(4), 1-8.
Raver-Lampman(2005). Creating a university team to support students with disabilities. Fulbright Program in Ukraine (pp. 86-87). Washington, DC:US Dept. of State/The Institute of International Education/Council for International Education (Invitational article).
Raver, S. (2005). Using family-based practices for young children with special needs in preschool programs. Childhood Education, 82, 9-13.
*Raver-Lampman, S. (2004). Supporting the development of young children with disabilities. Scientific-Practical Proceedings for People with Special Needs (pp. 214-215). Kiev, Ukraine: University Ukraina/Ministry of Research in Ukraine.
Raver, S. (2004). Monitoring child progress in early childhood special education settings. TEACHING Exceptional Children, 36(6), 52-57.
*Raver-Lampman, S. (2004). Routine-based instruction and monitoring in Early Childhood Special Education. T-TAC Network News. April/May, 7. (Invitational article)
*Raver-Lampman, S. (2004). Routine-based instruction sets stable environment for children. Innovations and Perspectives, Summer, 3. (Invitational article)
*Raver, S. A. (2004). Teaching in natural environments in Early Intervention. Biwako Millennium 2002-2012: 17th National Conference on Mental Retardation Proceedings. (pp. 48-52). Calcutta, India: National Institute for the Mentally Handicapped; Government of India (Invitational article)
Raver, S. (2003). Keeping track: Routine-based instruction and monitoring. Young Exceptional Children, 6(3), 12-20.
Raver, S. (2001) India: Training Teachers of Children with Mental Retardation.
International Journal of Special Education, 16(1), 54-66.
Raver, S. (2001). Education of children with mental retardation in India: Hope for
the new millennium. Journal of the International Association of Special Education,
3(2), 17-30.
*Raver, S. (2001). Early intervention: Rationale, assessment, and intervention.
All India Special Education Conference Proceedings (pp. 54-56). Calcutta, India:
United States Educational Foundation in India. (Invitational article)
*Raver, S. (2001). Teaming in Special Education. All India Special Education
Conference Proceedings (pp. 76-77). Calcutta, India: United States Educational
Foundation in India. (Invitational article)
Raver, S. (2000). Growing pains in India: Special education for children with mental
retardation. Journal of Global Awareness, 1(1), 48-56.
*Raver, S. (2000). A special report on training. Manovikas Kendra Annual Report
(1998-99), 24(1), 33-34. (Invitational article)
*Raver, S. & Leeper, D. (1998). An interactive interview with Sharon Raver-Lampman:
How can family-centered practices help families in Hampton Roads? Cox Interactive
Media (GoHamptonRoads.com), Sept. 23-Dec. 3. (Invitational article)
Raver, S. A. (1998). Programs for children with multiple handicaps in the United States:
What does this mean in the 90s? Specialni Pedagogika, 8 (1), 37-42.
Raver, S. A. (1997). Special Education in the Czech Republic. The International Journal
of Special Education. 12 (1), 16-23.
Raver, S., Valenta, M., & Kysucan, J. (1997). Special education in the Czech Republic:
Where it is and where it would like to go. The Journal of the International Association
of Special Education, 1 (1), 47-56.
Raver, S. A. (l996). Coping in young children (Review of the book Coping in Young
Children: Early Intervention Practices to Enhance Adaptive Behavior and Resilience).
Journal of Early Intervention, 14 (4), 358-359.
*Raver-Lampman, S., & Lambert, K. (l995). Family-centered practices in early
childhood special education: What are they and why use them? TAC-5 Network
News, September/October, 3.
Sandler, A., Warren, S., & Raver, S. (1995). Grandparents as a source of support
for parents of children with disabilities: A brief report. Mental Retardation, 33 (4),
248-250.
Raver, S., Gable, R., Tonelson, S., Hendrickson, J., & Korinek, L. (1993). Where
does the time go? Task/time demands of teachers of preschool children with
disabilities. Teacher Educators Journal, 3 (2), 39-49.
Raver, S.A., & Kilgo, J. (1991). Effective family-centered services: Supporting family
choices and rights. Infant-Toddler Intervention, 1 (3), 169-176.
Raver, S. A. (1990). Effect of gaze direction on evaluation of visually impaired children
by informed respondents. Journal of Visual Impairment and Blindness, 84, 67-70.
Raver, S. A. (1989). American public school ideologies: A need for reform? Education,
110, 209-215.
Raver, S. A., & Peterson, A. (1989). Comparison of teacher estimates and direct o
bservation as spontaneous language in preschool handicapped children.
Child Study Journal, 18, 277-284.
Drash, P., Raver, S., Murrin, M., & Tudor, R., (1989). Three procedures for increasing
vocal response to therapist prompt in infants and children with Down Syndrome.
American Journal of Mental Retardation, 94, 64-73.
*Raver, S. A. (1988). Linguistic and nonlinguistic procedures for increasing
spontaneous language in preschool handicapped children. Norfolk, VA: Old
Dominion University. ERIC Document Reproduction Service Number ED 295
387/EC 202 826.
Raver, S. A., & Drash, P. (1988). Increasing social skills training for visually impaired
children. Education of the Visually Handicapped, 19, 147-155.
Raver, S.A. (1987). Training gaze direction in blind children: Attitude effects on the
sighted. Remedial and Special Education, 8, 40-45.
*Raver-Lampman, S. A. (1987). Professional exchange: Questions and responses.
The Developmental Language Instruction Facilitator, 1, 6-7; 9. (Invitational article)
Raver, S. A. (1987). Training blind children to employ appropriate gaze direction
and sitting behavior during conversation. Education and Treatment of Children,
10, 237-246.
Raver, S. A. (1987). Practical procedures for increasing spontaneous language in
language delayed preschoolers. Journal of the Division for Early Childhood, 11,
226-232.
Raver, S. A. (1987). Philosophical perspectives for serving handicapped persons.
Journal of Social Work Education, 23, 64-67.
Drash, P., Raver, S., & Murrin, M. (1987). Total habilitation as a major goal of
intervention in mental retardation. Mental Retardation, 25, 67-69.
Drash, P., & Raver, S. A. (1987). Total habilitation: A concept whose time has
come--Reactions to four responses. Mental Retardation, 25, 87-89.
*Raver, S. A. (1986). Training gaze direction in blind children--Effects on the
sighted. Tampa, FL: University of South Florida. Document Reproduction
Service No ERIC ED 268 756/EC 182 360.
Raver, S., & Dwyer, R. (1986). Teaching handicapped preschoolers to sight read
using language training procedures. The Reading Teacher, 40, 314-321.
Dwyer, R., & Raver, S. (1986). Teaching resistant readers : A new paradigm for
instruction. Reading Psychology: An International Quarterly, 7, 101-110.
Raver, S., & Dwyer, R. (1986). Using a substitute activity to eliminate eye poking
in a 3-year-old visually impaired child in the classroom. The Exceptional Child,
33, 65-72.
Raver, S. A. (1984). Modification of head drooping during conversation in a
3-year-old visually impaired child: A case study. Journal of Visual Impairment
and Blindness, 78, 307-310.
*Raver, S. A. (1982). Orientation and mobility training begin at birth. VIP: Newsletter
for Preschool Blind International, 2, 1 (Part 1); 2, 1 (Part II). (Invitational article)
Raver, S. A., & Lampman, G. (1981). Special Olympics: Mainstreaming Tool of the
1980s. Education Unlimited, 3, 27-28.
Raver, S. A. (1980). The effect of antecedent vestibular stimulation on the receptive
language learning of retarded toddlers. Child Study Journal, 10, 77-86.
Raver, S. A. (1980). Placing the handicapped preschool child: A teacher examines
the options. PTA Today, 1, 12-14.
Raver, S. A. (1980). Ten rules for success in preschool mainstreaming. Education
Unlimited, 2, 47-52.
Raver, S. A. (1979). Preschool integration: Experiences from the classroom.
TEACHING Exceptional Children, 12, 22-26.
Raver, S. A. Apolloni, T., & Cooke, T. P. (1978). Generalization effects from intratherapy
articulation training: A case study. Journal of Applied Behavior Analysis, 11, 436.
*Raver, S. A. (1978). Integrated preschool programs. National Newspatch:
Newsletter for the education of Visually Impaired Preschoolers, 3, 2-4.
Raver, S. A. Cooke, T. P. & Apolloni, T. (1978). Developing nonretarded toddlers
as verbal model for retarded classmates. Child Study Journal, 8, 1-8.
Peck, C. A., Apolloni, T., Cooke, T. P., & Raver, S. A. (1978). Teaching retarded
preschoolers to imitate the free-play behavior of nonretarded classmates:
Trained and generalized effects. The Journal of Special Education, 12, 195-207.
Apolloni, T., Cooke (Raver), S., & Cooke, T. (1977). Establishing a normal peer
as behavioral model for developmentally delayed toddlers. Perceptual and
Motor Skills, 44, 231-241.
Cooke, T., Apolloni, T., & Cooke (Raver), S. (1977). Normal preschool children
as behavioral models for retarded peers. Exceptional Children, 43, 531-532.
Cooke (Raver), S., Cooke, T., & Apolloni, A. (1976). Generalization of language
training with the mentally retarded. The Journal of Special Education, 10, 299-304.
Cooke, T. P., Cooke (Raver), S., Wirtz, P., & Apolloni, T. (1975). Modifying a child's
level of social interaction through social reinforcement paired with tonal stimulus.
School Application of Learning Theory, 7, 5-19.
*Cooke, T., & Cooke (Raver), S. (1974). Behavior modification: A sheep in
wolf's clothing. The Council for Children with Behavior Disorders Newsletter,
12, 18-19.
Cooke (Raver), S. A., & Cooke, T. (1974). Infant curriculums: Are they needed?
Dimensions, 2, 34-35; 56.
Cooke (Raver), S. A., & Cooke, T. (1974). Parent training for the early education
of the handicapped. Reading Improvement, 11, 62-64.
Cooke, T., & Cooke (Raver) S. A. (1974). Behavior modification: Answers to
some ethical issues. Psychology in the Schools, 11, 5-10.
Cooke (Raver), S. A. (1973). The education of exceptional child development
theories for preschool programming. In R. Dentler & B. Shapiro (Eds.) (1976).
Readings in Educational Psychology: Contemporary Perspectives. New York:
Harper & Row, (pp. 35-38).
Cooke (Raver), S. (1973). A special educator speaks: More on Moore and Moore.
Dimensions, 1, 20-21; 27.
Chapters in Books:
Raver, S. (2003). Early intervention for individuals with special needs: A rationale.
International Peoples with Disabilities (pp. 95-97). Kiev, Ukraine: University
Ukraina/Ministry of Education and Sciences.
Bergen, D., & Raver-Lampman, S. (l994). Implementing and evaluating
transdisciplinary assessment. In D. Bergen, Assessment methods for
infant and toddlers: Transdisciplinary team approaches (pp. 243-254).
NY: Teacher College Press.
Gable, R., Raver, S. A., & Sandler, A. (1991). Assessing developmentally
disabled children. In R. Gable (Ed.). Annual advances in mental retardation
and developmental disabilities, Vol. IV. (pp. 27-61). London: JAI Press.
Raver, S. A. (1987). Implications of etiological research on language intervention
with autistic children. In S. Breuning & R. Gable (Eds.) Advances in metal
retardation on developmental disabilities, Vol. III. (pp. 115-133). Greenwich,
CN: JAI Press.
Apolloni, T., Cooke, T., & Cooke (Raver), S. A (1976). Nature-Nurture: A
contemporary issue in language development theory. In M. Poulsen,
J. Magary, & G. Lubin (Eds.) Piagetian theory and the helping professions:
Proceedings fifth international conference. (pp. 99-102) Los Angeles, CA:
University of Southern California Press.
Instructional Materials:
Raver-Lampman, S. (Ed). (2005). 2005-06 Family FUNdamentals Calender:
Day-by-day Activities and Ideas for Early Childhood Educators and Parents.
(January, February) Richmond, VA: Commonwealth of Virginia Dept. of Education.
Raver-Lampman, S. (Ed.) (2004). 2004-05 Family FUNdamentals Calendar.
(September, March) Richmond, VA: Commonwealth of Virginia Dept. of Education.
Raver-Lampman, S., & Lambert, K., Hurley, P. (2004). Using routine-based
instruction and monitoring. Norfolk, Va: Tidewater Technical Assistance
Center (30-minute instructional video for ECSE teachers).
Raver-Lampman, S. (1997). Naturalistic instruction and data collection.
Norfolk, VA: Old Dominion University (35-minute instructional video for
ECSE teachers).
Cooke, T., Apolloni, T., Sabbag, D., Ruskus, J. Adams, P., Palyo, W., &
Raver-Lampman, S. (1981). Early Independence: A Developmental
Curriculum. Bellevue, WA: Edmark Associates. (curriculum-based
assessment tool; 2001 out of print)
Published School-Based Documents/Books:
Raver, S. & Kolchenko, K. (2005). Student Handbook for Special Education
Technology Services. Kiev, Ukraine: University Ukraina Press.
Raver, S. & Kolchenko, K. (2005). Faculty Handbook for Working with Students
with Disabilities in Integrated Groups. Kiev, Ukraine: University Ukraina Press.
Raver, S. & Kolchenko, K. (2005). Faculty Handbook for Teaching Students with
Visual Impairments in University Environments. Kiev, Ukraine: University
Ukraina Press.
Raver, S. & Kolchenko, K. (2005). Faculty Handbook for Teaching Students with
Hearing Impairments in University Environments. Kiev, Ukraine: University
Ukraina Press.
Raver, S. & Kolchenko, K. (2005). Faculty Handbook for Teaching Students with
Mobility Impairments in University Environments. Kiev, Ukraine: University
Ukraina Press.
Raver, S. & Kolchenko, K. (2005). Faculty Handbook for Teaching Students with
Medical Disabilities in University Environments. Kiev, Ukraine: University
Ukraina Press.
Raver-Lampman, S., & Kolchenko, K. (2005). Improving university integration of
students with disabilities. Proceedings of the 6th International Conference for
Women in Education and Sciences (pp. 144; 226). Kyiv, Ukraine: Ministry of
Research in Sciences.
Raver, S. (2001). Curriculum-based Assessment Checklist: Early Intervention
Programme. Calcutta, India: Manovikas Kendra Rehabilitation and Research
Institute for the Handicapped.
Raver, S. (2001). Curriculum-based Assessment Checklist: Preprimary Group.
Calcutta, India: Manovikas Kendra Rehabilitation and Research Institute for the
Handicapped.
Raver, S. (2001). Curriculum-based Assessment Checklist: Primary and Secondary
Group. Calcutta, India: Manovikas Kendra Rehabilitation and Research Institute
for the Handicapped.
Raver, S. (2001). Curriculum-based Assessment Checklist: Severe and Profound
Group and Adult Learning and Leisure Programme. Calcutta, India: Manovikas
Kendra Rehabilitation and Research Institute for the Handicapped.
Raver, S. (2001). Curriculum-based Assessment Checklist: Prevocational Group.
Calcutta, India: Manovikas Kendra Rehabilitation and Research Institute For the
Handicapped.
Raver, S. (2001). Curriculum-based Assessment Checklist: Vocational Group.
Calcutta, India: Manovikas Kendra Rehabilitation and Research Institute For
the Handicapped.
Honors and Awards:
2008-Senior Specialist Fulbright Lecturer/Research Award, University of Palasky, Olomouc,
Czech Republic (May)
2006-Faculty Summer Research Grant (ODU)
2006- Outstanding University Professor in Virginia Award (SCHEV)
2005 - International Distinguished Scholar Award, University "Ukraine", Kyiv, Ukraine
2005 - Fulbright Scholar, University "Ukraine", Kyiv, Ukraine (January-July)
2005 - Who's Who Among America's Teachers, 2005
2005 - Virginia Council of Higher Education Outstanding University Faculty Awards Finalist (SCHEV), Old Dominion University
2005 - Virginia Council of Higher Education Outstanding University Faculty Awards Finalist (SCHEV), Old Dominion University
2004 - Darden College of Education Instructional Publications Award 2004, Old Dominion University
2004 - Certificate of Appreciation, Virginia Council for Exceptional Children (VACEC), Feb. 21.
2002 - Darden College of Education Teaching Excellence Award, Old Dominion University
2003 - Phi Kappa Phi Honorary Society, Old Dominion University
2001 - Nominated, Nancy Fallen Award for Outstanding Professional in Early Childhood Special Education, Virginia Division of Early Childhood (DEC) for the Council for Exceptional Children (CEC)
2000 - Faculty Exchange, Kitakyushu University, Kitakyushu, Japan, August.
1999 - Fulbright Scholar, Manovikas Kendra Rehabilitation and Research Institute for the Handicapped, Calcutta, India, January-June
1997 - Outstanding Faculty Member, Selected as "Most Inspirational Faculty" by Who's Who in American Colleges Honoree, Office of Student Services, Old Dominion University, Norfolk, VA.
1994-95 - Tonelson Award for Excellence in Teaching, Service and Research, Darden College of Education; Old Dominion University, Norfolk, VA.
1995 - Teaching/Cultural Exchange, University of Allepo, Allepo, Syria; U.S. Information Agency (summer).
1993-94 - Fulbright Scholar (East European Initiative Award), Palasky University; Olomouc, Czech Republic.
1993 - Certificate of Appreciation, Division for Early Childhood, Council for Exceptional Children (DEC/CEC)
1992 - Faculty Scholar Award, Darden College of Education, Old Dominion University, Norfolk, VA.
1991 - Faculty Scholar Award, Darden College of Education, Old Dominion University, Norfolk, VA.
1990 - Faculty Scholar Award, Darden College of Education, Old Dominion University, Norfolk, VA.
1989 - Participant, East Asian Faculty Development and Travel Seminar, Old Dominion University; Norfolk, VA.
1988 - Faculty Scholar Award, Darden College of Education, Old Dominion University, Norfolk, VA.
1987 - Distinguished Research in Education Award, Virginia Educational Research Association.
1984 - Certificate of Appreciation, Department of Education for Exceptional Students, Pinellas County School District; St. Petersburg, FL.
1983 - Outstanding Educator Award, 1982-83, School Board of Pinellas County and Pinellas Suncoast Chamber of Commerce; St. Petersburg, FL.
1983 - First Finalist, Special Educator of the Year Award (Paul B. Stevens Award), Pinellas County School Board; St. Petersburg, FL.
1983 - Finalist, Teacher of the Year Award, Pinellas County School Board; St. Petersburg, FL.
1978 - Prototypical Project Award, Bureau for the Education of the Handicapped (BEH); Paraprofessional training grant (Santa Rosa Junior College); Santa Rosa, CA.
1977 - Recipient, Rotary Club Teacher of the Handicapped International Scholarship Award.
1972-74. - Public Law 91-230 Fellow, George Peabody College of Vanderbilt
University, and Highest College Honors, George Peabody College of Vanderbilt University, Nashville, TN.
1971-74 - Kappa Delta Pi, Honorary Organization in Education; University of South Florida.
