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Bibliographies of Lien Ying Chow Professorship in Education

Bibliographies compiled in conjunction with the Lien Ying Chow Professorship in Education NIE Seminar

Professor Vivienne Riches: A Select Bibliography

This bibliography was compiled in conjunction with the inaugural Lien Ying Chow Professorship in Education

Professor Vivienne Riches is the inaugural Lien Ying Chow Visiting Professor. She is a psychologist, educator, researcher and consultant at the Centre for Disability Studies, Sydney Medical School.

Professor Riches has conducted impactful research and development work for and with people with disability in areas including vocational training and employment, transition from school to post school. She was inducted into the Disability Employment Australia Hall of Fame 2013 for an outstanding contribution to Disability Employment.

Source: https://nie.edu.sg/our-people/academic-groups/psychology-and-child-human-development

Books

Riches, V. C. (1996). Everyday social interaction: A program for people with disabilities. Brookes Publishing Company. 
 
Riches, V. C. (1993). Standards of work performance: A Functional Assessment and Training Manual for Training People with Disabilities for Employment. MacLennan & Petty.

Book Chapters

Riches, V., Gadow, F., & Macdonald, J. (2018). The transition from education into employment. In P. O’Brien, M. L. Bonati, F. Gadow, & R. Slee (Eds.), People with intellectual disability experiencing university life (pp. 255–266). Brill. https://doi.org/10.1163/9789004394551
 
Parmenter, T. R., Harman, A. D., Yazbeck, M. L., & Riches, V. C. (2016). Life skills training for adolescents with an intellectual disability. In M. L. Wehmeyer, J. Lee, & K. A. Shogren (Eds.), The handbook of intellectual disability and clinical psychology practice (2nd ed., pp. 605–636). Routledge. https://doi.org/10.4324/9781315739229-26

ERIC Documents

Riches, V. (1993). Secondary education: A follow-along study of students with disabilities in transition in new south wales (ED358627). ERIC. https://eric.ed.gov/?id=ED358627
 
Riches, V. C., & Parmenter, T. R. (1991). Community transition teams: A research and development report (ED358626). ERIC. https://eric.ed.gov/?id=ED358626
 

Parmenter, T. R., & Riches, V. C. (1990). Establishing individual transition planning for students with disabilities within the NSW department of school education (ED358625). ERIC. https://eric.ed.gov/?id=ED358625

Journal Articles

Riches, V. (2003). Classification of support needs in a residential setting. Journal of Intellectual & Developmental Disability, 28(4), 323–341. https://doi.org/10.1080/1366825031000150982

Riches, V., & Green, V. A. (2003). Social integration in the workplace for people with disabilities: An Australian perspective. Journal of Vocational Rehabilitation, 19(3), 127–142.

Riches, V., Parmenter, T. R., Wiese, M., & Stancliffe, R. J. (2006). Intellectual disability and mental illness in the NSW criminal justice system. International Journal of Law and Psychiatry, 29(5), 386–396. https://doi.org/10.1016/j.ijlp.2005.10.003

Riches, V., Parmenter, T. R., Llewellyn, G., Hindmarsh, G., & Chan, J. (2009). The reliability, validity and practical utility of measuring supports using the I-CAN Instrument: Part II. Journal of Applied Research in Intellectual Disabilities, 22(4), 340–353. https://doi.org/10.1111/j.1468-3148.2008.00467.x

Riches, V., Parmenter, T. R., Llewellyn, G., Hindmarsh, G., & Chan, J. (2009). I-CAN: A new instrument to classify support needs for people with disability: Part I. Mental Handicap Research, 22(4), 326–339. https://doi.org/10.1111/j.1468-3148.2008.00466.x

Riches, V., Harman, A. D., Keen, D., Pennell, D., Harley, J., & Walker, M. B. (2011). Transforming staff practice through active support. Journal of Intellectual & Developmental Disability, 36(3), 156–166. https://doi.org/10.3109/13668250.2011.598499

Riches, V., O’Brien, P., Vimallan Manokara, & Mueller, A. (2022). A study of caregiver support services: Perspectives of family caregivers of persons with intellectual disabilities in Singapore. Journal of Policy and Practice in Intellectual Disabilities. https://doi.org/10.1111/jppi.12441

Arnold, S. R. C., Riches, V., & Stancliffe, R. J. (2011). Intelligence is as intelligence does: Can additional support needs replace disability?. Journal of Intellectual & Developmental Disability, 36(4), 258–262. https://doi.org/10.3109/13668250.2011.617732

Arnold, S. R. C., Riches, V., & Stancliffe, R. J. (2013). I-CAN: The classification and prediction of support needs. Mental Handicap Research, 27(2), 97–111. https://doi.org/10.1111/jar.12055

Arnold, S. R. C., Riches, V., & Stancliffe, R. J. (2015). Does a measure of support needs predict funding need better than a measure of adaptive and maladaptive behavior?. American Journal on Intellectual and Developmental Disabilities, 120(5), 375–394. https://doi.org/10.1352/1944-7558-120.5.375

Chan, J., Arnold, S. R. C., Webber, L., Riches, V., Parmenter, T. R., & Stancliffe, R. J. (2012). Is it time to drop the term ‘challenging behaviour’?. Learning Disability Practice, 15(5), 36–38. https://doi.org/10.7748/ldp2012.06.15.5.36.c9131

Foley, K., Jacoby, P., Einfeld, S. L., Girdler, S., Bourke, J., Riches, V., & Leonard, H. (2014). Day occupation is associated with psychopathology for adolescents and young adults with Down syndrome. BMC Psychiatry, 14(1). https://doi.org/10.1186/s12888-014-0266-z

Wilson, N. J., Riches, V., Riches, T., Seeta Durvasula, Rodrigues, R., & Sonali Pinto. (2020). Complex support needs profile of an adult cohort with intellectual disability transitioning from state-based service provision to NDIS-funded residential support. Journal of Intellectual & Developmental Disability, 45(4), 355–364. https://doi.org/10.3109/13668250.2020.1717069