Cognitive educational psychology, Classroom-based instruction strategy training and problem solving, Intellectual disability, Learning difficulties, Aging and disability, Inclusion, Adolescent reading and writing habit, Issues relating to victimised youth, Creative Writing.
Professor Ashman completed his Bachelor of Arts degree with honours in Applied Psychology. He continued his studies at the University of Alberta, Canada and was granted a Master of Education (Counselling) and a PhD in the area of cognitive educational psychology. He has taught at the universities of Alberta, Regina, and Newcastle and came to the Schonell Special Education Research Centre in 1987. He has published widely in the area of cognitive psychology, special education and disability and has authored or edited over a dozen volumes in these areas. He is past national President of the Australian Society for the Study of Intellectual Disability, and past President of the International Association on Cognitive Education.
Journal Article: Interactions of Residents Who Have Intellectual Disability and Challenging Behaviours
Nankervis, Karen, Ashman, Adrian, Weekes, Alysia and Carroll, Michael (2019). Interactions of Residents Who Have Intellectual Disability and Challenging Behaviours. International Journal of Disability Development and Education, 67 (1), 1-15. doi: 10.1080/1034912X.2019.1678742
Journal Article: What determines students' expectations and preferences in university teaching and learning? An instrumental variable approach
Alauddin, Mohammad, Ashman, Adrian, Nghiem, Son and Lovell, Knox (2017). What determines students' expectations and preferences in university teaching and learning? An instrumental variable approach. Economic Analysis and Policy, 56, 18-27. doi: 10.1016/j.eap.2017.06.002
Book Chapter: Early secondary high school: a Mindfield® for social and emotional learning
Carroll, Annemaree, Bower, Julie M., Ashman, Adrian F. and Lynn, Sasha (2017). Early secondary high school: a Mindfield® for social and emotional learning. Social and emotional learning in Australia and the Asia-Pacific: perspectives, programs and approaches. (pp. 335-352) edited by Erica Frydenberg, Andrew J. Martin and Rebecca J. Collie. Gateway East, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-10-3394-0_18
Interactions that facilitate positive life events for people with intellectual disability
(2011) APEX Foundation for Research into Intellectual Disability Ltd (AFRID)
(2009–2010) UQ FirstLink Scheme
(2007–2008) ARC Discovery Projects
(2012) Doctor Philosophy
From the liminal to the visceral Professional Learning for Acting (PLA) in Australia
(2009) Doctor Philosophy
AT-RISK BOYS' PERCEPTIONS OF MASCULINITIES AND RESILIENCE
(2007) Doctor Philosophy
Education for inclusion and diversity
Adrian Ashman ed. (2015). Education for inclusion and diversity. 5th ed. Melbourne Victoria: Pearson Australia.
Education for inclusion and diversity
Adrian Ashman and John Elkins eds. (2011). Education for inclusion and diversity. 4th ed. Frenchs Forest, Australia: Pearson Australia Group.
Educating for inclusion and diversity
Adrian F. Ashman and John Elkins eds. (2009). Educating for inclusion and diversity. 3rd ed. ed. Frenches Forest, NSW: Pearson Education Australia.
The teacher's role in implementing cooperative learning in the classroom
Gillies, R.M., Ashman, A.F. and Terwel, J. eds. (2007). The teacher's role in implementing cooperative learning in the classroom. Computer-Supported Collaborative Learning, Boston, MA, United States: Springer. doi: 10.1007/978-0-387-70892-8
Mindfields - empowering young people to change their lives: facilitators manual
Carroll, A., Ashman, A., Bower, J. and Hemingway, F. (2005). Mindfields - empowering young people to change their lives: facilitators manual. Brisbane, Australia: The University of Queensland.
Mindfields - empowering young people to change their lives: training workbook
Carroll, A., Ashman, A., Bower, J. and Hemingway, F. (2005). Mindfields - empowering young people to change their lives: training workbook. Brisbane, Australia: The University of Queensland.
Educating children with diverse abilities
Adrian F. Ashman and John Elkins eds. (2002). Educating children with diverse abilities. 1, Frenchs Forest, NSW: Pearson Education Australia.
Educating children with special needs
Ashman, A. F. and Elkins, J. (1998). Educating children with special needs. 3rd ed. Sydney: Prentice Hall.
An Introduction to Cognitive Education Theory and Applications
Ashman, Adrian and Conway, Robert (1997). An Introduction to Cognitive Education Theory and Applications. UK: Routledge.
Educating children with special needs
Ashman, Adrian and Elkins, John (1994). Educating children with special needs. 2nd ed. Sydney: Prentice Hall.
Using cognitive methods in the classroom
Ashman, A. F. and Conway, R. N. F. (1993). Using cognitive methods in the classroom. New York: Routledge.
Ashman, A. F. (1991). Current themes in integration. St Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Educating children with special needs
Ashman, Adrian and Elkins, John (1990). Educating children with special needs. Sydney: Prentice Hall.
Estrategias cognitivas en educación especial. : (edición española).
Ashman, A. F. and Conway, R. N. F. (1990). Estrategias cognitivas en educación especial. : (edición española).. XXI (edición española) ed. Madrid: Santillana Aula.
Cognitive strategies for special education: Process-based instruction
Ashman, Adrian F. and Conway, Robert N.F. (1989). Cognitive strategies for special education: Process-based instruction. Abingdon, Oxon, United Kingdom: Taylor and Francis. doi: 10.4324/9781315271460
Research directions in early childhood
Wright, S., Ashman, A. and O’Brien, C. (1989). Research directions in early childhood. Kelvin Grove, Qld: Centre for Applied Studies in Early Childhood, Brisbane College of Advanced Education.
Cognitive Strategies for Special Education
Ashman, A. F. and Conway, R. N. F. (1988). Cognitive Strategies for Special Education. New York: Routledge.
Ashman, A. F. (1988). Integration 25 years on. St. Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Moral issues in mental retardation
Laura, Ronald S. and Ashman, Adrian F. (1985). Moral issues in mental retardation. London: Routledge.
The education and training of the mentally retarded: recent advances
Ashman, Adrian F. and Laura, Ronald S. (1985). The education and training of the mentally retarded: recent advances. London: New York: Croom Helm: Nichols.
Mental Retardation: Facts and Issues
Ashman, A. F, Das, J. P. and Walde, K. (1978). Mental Retardation: Facts and Issues. Canada: Centre for the Study of Mental Retardation, University of Alberta.
Early secondary high school: a Mindfield® for social and emotional learning
Carroll, Annemaree, Bower, Julie M., Ashman, Adrian F. and Lynn, Sasha (2017). Early secondary high school: a Mindfield® for social and emotional learning. Social and emotional learning in Australia and the Asia-Pacific: perspectives, programs and approaches. (pp. 335-352) edited by Erica Frydenberg, Andrew J. Martin and Rebecca J. Collie. Gateway East, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-10-3394-0_18
Impulsivity in juvenile delinquency: differences among early-onset, late-onset, and non-offenders
Carroll, Annemaree, Hemingway, Francene, Bower, Julie, Ashman, Adrian, Houghton, Stephen and Durkin, Kevin (2014). Impulsivity in juvenile delinquency: differences among early-onset, late-onset, and non-offenders. Criminal Psychology. (pp. ---) edited by David Canter. New York, NY, USA: SAGE Publications Library of Criminology.
Ashman, Adrian F. (2014). Technology-enhanced learning: The introduction and use of information and communication technology in special education. K-12 education: concepts, methodologies, tools, and applications. (pp. 963-978) Hershey, PA., United States: IGI Global. doi: 10.4018/978-1-4666-4502-8.ch057
Collaborative learning for diverse learners
Ashman, Adrian F. and Gillies, Robyn M. (2013). Collaborative learning for diverse learners. The international handbook of collaborative learning. (pp. 297-313) edited by Cindy E. Hmelo-Silver, Clark A. Chinn, Carol K. K. Chan and Angela M. O'Donnell. New York, NY, United States: Routledge. doi: 10.4324/9780203837290.ch17
Ashman, Adrian (2012). A culture of inclusion. Education for inclusion and diversity. (pp. 6-33) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.
Ashman, Adrian (2012). Cerebral palsy. Education for inclusion and diversity. (pp. 61-62) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.
Ashman, Adrian and Merrotsy, Peter (2012). Learners and environments. Education for inclusion and diversity. (pp. 63-92) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.
Ashman, Adrian F. (2012). Technology-enhanced learning: the introduction and use of information and communication of technology in special education. Technologies for enhancing pedagogy, engagement, and empowerment in education: creating learning-friendly environments. (pp. 27-41) edited by Thao Le and Quynh Le. Hersey, PA, United States: Information Science Reference. doi: 10.4018/978-1-61350-074-3.ch003
Students from indigenous backgrounds
Ashman, Adrian (2011). Students from indigenous backgrounds. Education for inclusion and diversity. (pp. 34-36) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.
Modelling and guiding inclusive practices: A challenge for postgraduate students
Ashman, Adrian (2010). Modelling and guiding inclusive practices: A challenge for postgraduate students. Teacher education for inclusion: Changing paradigms and innovative approaches. (pp. 143-151) edited by Chris Forlin. London ; New York: Routledge. doi: 10.4324/9780203850879
Contemporary cultures and education
Ashman, A. (2009). Contemporary cultures and education. Education for Inclusion and Diversity. (pp. 3-34) edited by Adrian F. Ashman and John Elkins. Frenchs Forest, NSW: Pearson Education Australia.
Diversity and educational environments
Ashman, A. and Merrotsy, P. (2009). Diversity and educational environments. Education for Inclusion and Diversity. (pp. 57-89) edited by A. F. Ashman and J. Elkins. Frenchs Forest, NSW: Pearson Education Australia.
Gillies, Robyn M., Ashman, Adrian F. and Terwel, Jan (2008). Concluding remarks. The teacher’s role in implementing cooperative learning in the classroom. (pp. 258-261) edited by Robyn M. Gillies, Adrian Ashman and Jan Terwel. New York, NY United States: Springer. doi: 10.1007/978-0-387-70892-8
Education reforms in special education
Wu, Wu-Tien, Ashman, Adrian and Kim, Yong-Wook (2008). Education reforms in special education. Reform, inclusion and teacher education: Towards a new era of special and inclusive education in Asia-Pacific regions. (pp. 13-28) edited by Christine Forlin and Ming-Gon John Lian. London, U.K.; New York, U.S.A.: Routledge.
School and inclusive practices
Ashman, Adrian F. (2008). School and inclusive practices. The teacher’s role in implementing cooperative learning in the classroom. (pp. 163-183) edited by Robyn M. Gillies, Adrian Ashman and Jan Terwel. New York, U.S.A.: Springer. doi: 10.1007/978-0-387-70892-8_8
The teacher's role in implementing cooperative learning in the classroom: An introduction
Gillies, R. M., Ashman, A. F. and Terwel, J. (2008). The teacher's role in implementing cooperative learning in the classroom: An introduction. The Teacher's Role in Implementing Cooperative Learning in the Classroom. (pp. 1-8) edited by R. M. Gillies, A. F. Ashman and J. Terwel. New York, U.S.A.: Springer. doi: 10.1007/978-0-387-70892-8
Mindfields : A self-regulatory intervention for young people at risk who want to change their lives
Carroll, Annemaree, Bower, Julie, Hemingway, Francene and Ashman, Adrian (2007). Mindfields : A self-regulatory intervention for young people at risk who want to change their lives. The millennial adolescent. (pp. 59-64) edited by Nan Bahr and Donna Pendergast. Camberwell, Vic., Australia: ACER Press.
Opportunities, rights and the individual
Ashman, A. F. (2005). Opportunities, rights and the individual. Educating Children with Diverse Abilities. (pp. 65-95) edited by Adrian Ashman and John Elkins. Sydney: Pearson Education Australia.
Society, culture and education
Ashman, A. F. (2005). Society, culture and education. Educating Children with Diverse Abilities (2nd). (pp. 5-36) edited by A. Ashman and J. Elkins. Sydney: Pearson Education Australia.
An historical review of the use of groups to promote socialization and learning
Gillies, R. M. and Ashman, A. F. (2003). An historical review of the use of groups to promote socialization and learning. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 1-18) edited by Gillies, R. M. and Ashman, A. F.. London: RoutledgeFalmer. doi: 10.4324/9780203465264
Guiding intellectual and personal growth across educational contexts
Ashman, Adrian F. and Gillies, Robyn M. (2003). Guiding intellectual and personal growth across educational contexts. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 224-238) edited by Gillies, R. M. and Ashman, A. F.. London: RoutledgeFalmer. doi: 10.4324/9780203465264
Peer support networks in school and community settings
Ashman, Adrian F. and Gillies, Robyn M. (2003). Peer support networks in school and community settings. Cooperative learning: The social and intellectual outcomes of learning. (pp. 196-209) edited by Robyn Gillies and Adrian Ashman. London: Routledge. doi: 10.4324/9780203465264
Peer-mediation and students with diverse learning needs
Ashman, Adrian (2003). Peer-mediation and students with diverse learning needs. Cooperative learning: The social and intellectual outcomes of learning in groups. (pp. 87-102) edited by Robyn Gillies and Adrian Ashman. London, U.K.: RoutledgeFalmer. doi: 10.4324/9780203465264
Rights and learning opportunities
Ashman, A. F. and Elkins, J. (2002). Rights and learning opportunities. Educating Children with Diverse Abilities. (pp. 41-72) edited by Ashman, A. F. and Elkins, J.. Frenchs Forest, NSW: Pearson Education.
Society, culture and education
Ashman, A. F. (2002). Society, culture and education. Educating Children with Diverse Abilities. (pp. 5-40) edited by A.F. Ashman and J. Elkins. Frenchs Forest, NSW: Pearson Education.
Hay, I., Ashman, A. F. and Ballinger, M. (2000). Investigating the factors that influence the formation of adolescents’ emotional stability and general self-concept. Self-concept theory, research and practice: Advances for the new millennium. (pp. 263-270) edited by R. G Craven and H. W. Marsh. Sydney: Self-Research Centre, University of Western Sydney.
Science and biological classification: Linking dynamic assessment to classroom curriculum
Chan, W. Y., Ashman, A. F. and van Kraayenoord, C. E. (2000). Science and biological classification: Linking dynamic assessment to classroom curriculum. Dynamic assessment: Prevailing models and applications. (pp. 607-639) edited by Lidz, Carol S. and Elliott, Julian G.. Greenwich, CT: Java Advanced Imaging.
Making the connection between PASS and intervention
Naglieri, J. A. and Ashman, A. F. (1999). Making the connection between PASS and intervention. Essentials of CAS assessment. (pp. 151-181) edited by J. A. Naglieri. New York: John Wiley & Sons.
Education across the life-span
Ashman , A. F. and Elkins, J. (1998). Education across the life-span. Educating children with special needs. (pp. ---) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
Maximising the learning opportunities for all children
Ashman, A. F. and Elkins, J. (1998). Maximising the learning opportunities for all children. Educating children with special needs. (pp. ---) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
Students with an intellectual disability
Ashman, A. F. (1998). Students with an intellectual disability. Educating children with special needs. (pp. ---) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
The concept of learning disabilities/learning difficulties: Australia
Ashman, A. F. (1998). The concept of learning disabilities/learning difficulties: Australia. Development and validation of instructional methods and support systems for students with learning difficulties. (pp. 65-68) edited by T. Ioya. Yokosuka City: Japan: National Institute of Special Education.
Ashman, A. F. (1997). Forward. Eyes on the future, I & II. (pp. 1-2) edited by P. Bramston and G. Parsons. Canberra, ACT: Disability Programs Division, Commonwealth Department of Health and Family Services.
Ashman, A. F. (1996). Aging and disability. Disability: A guide for health professionals. (pp. 241-273) edited by J. Annison, J. Jenkinson, J. W. Sparrow and J. Bethune. Melbourne: Thomas Nelson Australia.
Cognitive strategies and teaching-learning processes for students with developmental disabilities
Ashman, A. F. (1996). Cognitive strategies and teaching-learning processes for students with developmental disabilities. Cognitive strategies for students with developmental disabilities. (pp. ---) edited by D-y Chung. Ansan, Kyong-ki, Korea: Korea Institute for Special Education.
Ashman, A. F. and Elkins, J. (1996). Schooling and integration. New approaches to Down syndrome. (pp. 341-357) edited by B. Stratford and P. Gunn. London: Cassell.
A life-span approach to education
Ashman , A. F. and Elkins, J. (1994). A life-span approach to education. Educating children with special needs. (pp. 545-566) edited by A. Ashman and J. Elkins. Sydney: Prentice Hall.
Aging: Looking toward changes to existing services
Ashman, A. F. (1994). Aging: Looking toward changes to existing services. Quality and equality in intellectual disability. (pp. ---) edited by M. Arthur, R. N. F. Conway and P.J. Foreman. Newcastle, NSW: Special Education Centre, The University of Newcastle.
Children’s self-concept and thinking: How are they related?
Hay, I., Ashman, A. F. and van Kraayenoord, C. (1994). Children’s self-concept and thinking: How are they related?. Thinking: International and interdisciplinary perspectives. (pp. 259-268) edited by J. Edwards. Melbourne: Hawker Brownlow.
Providing learning opportunities for all children
Ashman, A. F. and Elkins, J. (1994). Providing learning opportunities for all children. Educating children with special needs. (pp. 1-35) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
Students with intellectual disabilities
Ashman, A. F. (1994). Students with intellectual disabilities. Educating children with special needs. (pp. 433-489) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
The effects on students of structured cooperative learning
Gillies, R. M and Ashman, A. F. (1994). The effects on students of structured cooperative learning. Group and interactive learning. (pp. 423-428) edited by H. C. Foot, C. J. Howe, A. Anderson, A. K. Tolmie and D. A. Warden. Southampton: GB: Computational Mechanics Publications.
Teaching students to accept responsibility for their behaviour through planning skills
Conway, R. N. F. and Ashman, A. F. (1992). Teaching students to accept responsibility for their behaviour through planning skills. Student behaviour problems: Directions, perspectives, expectations. (pp. ---) edited by B. Willis and J. Izard. Melbourne: Australian Council for Educational Research.
Art and education for very young children with special needs
Ashman, A. F. (1991). Art and education for very young children with special needs. The arts in early childhood. (pp. 235-261) edited by S. K. Wright. Sydney: Prentice Hall.
Cognitive strategies for use in classes containing students with diverse abilities
Ashman, A. F. and Conway, R. N. F. (1991). Cognitive strategies for use in classes containing students with diverse abilities. Current themes in integration: The Exceptional Child Monograph No. 2. (pp. 75-90) edited by A. F. Ashman. St. Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Intervention research in Australia
Ashman, A. F., Elkins, J. and van Kraayenoord, C. (1991). Intervention research in Australia. Intervention research in students with learning disabilities: An international perspective. (pp. 147-162) edited by B. Y. L. Wong. New York: Springer-Verlag.
Process-Based Instruction: Integrating assessment and instruction
Ashman, A. F. (1991). Process-Based Instruction: Integrating assessment and instruction. Interactive assessment. (pp. 375-396) edited by H. C. Haywood and D. Tzuriel. New York: Springer-Verlag.
A model for integrating processing strategies and curriculum content
Ashman, A. F. and Conway, R. N. F. (1990). A model for integrating processing strategies and curriculum content. Key issues in mental retardation research. (pp. 327-335) edited by W. Fraser. London: Routledge.
Cooperative learning among special students
Ashman, A. F. and Elkins, J. (1990). Cooperative learning among special students. Children helping children. (pp. 207-233) edited by Foot, H. C., Morgan, M. J. and Shute, R. H.. Chichester: John Wiley.
Ashman, A. F. (1990). Intellectual disability. (pp. 62-103) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
Special education across the lifespan
Ashman, A. F. and Elkins, J. (1990). Special education across the lifespan. Educating children with special needs. (pp. 420-437) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
Special education and special children
Ashman, A. F. and Elkins, J. (1990). Special education and special children. Educating children with special needs. (pp. 1-31) edited by A. F. Ashman and J. Elkins. Sydney: Prentice Hall.
Integration: A faded philosophical snapshot?
Ashman, A. F. (1988). Integration: A faded philosophical snapshot?. Integration 25 years on: Exceptional Child Monograph No. 1. (pp. 1-4) edited by A. F. Ashman. St. Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Process-Based Instruction: A model for teaching students with special needs in mainstream classes
Ashman, A. F. and Conway, R. N. F. (1988). Process-Based Instruction: A model for teaching students with special needs in mainstream classes. Integration 25 years on: Exceptional Child Monograph No. 1. (pp. 155-166) edited by A. F. Ashman. St. Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Process-based instruction: Incorporating learning skills within curriculum areas
Conway, R. and Ashman, A. F. (1987). Process-based instruction: Incorporating learning skills within curriculum areas. Technology, resources and consumer outcomes. (pp. 133-139) edited by E. A. Bartnik, G. M. Lewis and P. A. O’Connor. Perth, WA: PE Publications.
Hyperactivity, methylphenidate, and complex human cognition
Ashman, A. F. and Schroeder, S. R. (1986). Hyperactivity, methylphenidate, and complex human cognition. Advances in learning and behavioral disabilities. (pp. 295-316) edited by K. D. Gadow. Greenwich, C.T.: JAI Press.
A perspective on education and training of the retarded
Ashman, A. F. (1985). A perspective on education and training of the retarded. The education and training of the mentally retarded: Recent advances. (pp. i-v) edited by A. F. Ashman and R. S. Laura. Beckenham, England: Croom Helm.
Problem solving and planning: Two sides of the same coin
Ashman, A. F. (1985). Problem solving and planning: Two sides of the same coin. The education and training of the mentally retarded: Recent advances. (pp. 169-214) edited by A. F. Ashman and R. S. Laura. Beckenham, England: Croom Helm.
Rights, interests, and mental handicap
Ashman, A. F. and Laura, R. S. (1985). Rights, interests, and mental handicap. Moral issues in mental retardation. (pp. 209-212) edited by R. S. Laura and A. F. Ashman. Beckenham, England: Croom Helm.
The philosophy of special education
Laura, R. S. and Ashman, A. F. (1985). The philosophy of special education. Moral issues in mental retardation. (pp. 1-10) edited by R. S. Laura and A. F. Ashman. Beckenham, England: Croom Helm.
Three facets of education and training for the retarded: Some developments and trends
Ashman, A. F. (1985). Three facets of education and training for the retarded: Some developments and trends. The education and training of the mentally retarded: Recent advances. (pp. 279-293) edited by A. F. Ashman and R. S. Laura. Beckenham, England: Croom Helm.
The cognitive abilities of the moderately and severely retarded
Ashman, A. F (1984). The cognitive abilities of the moderately and severely retarded. Cognitive strategies and educational performance. (pp. 249-278) edited by J. R. Kirby. New York: Academic Press.
Changes in educational and residential care for the mentally retarded
Ashman, A. F. (1980). Changes in educational and residential care for the mentally retarded. Problem of handicap. (pp. 8-16) edited by R. S. Laura. Melbourne: Macmillan.
Pre-school education for delayed children
Ashman, A. F. (1978). Pre-school education for delayed children. Mental retardation: Facts and issues. (pp. 55-62) edited by A. F. Ashman and J. P. Das. Edmonton, Canada: Centre for the Study of Mental Retardation.
Interactions of Residents Who Have Intellectual Disability and Challenging Behaviours
Nankervis, Karen, Ashman, Adrian, Weekes, Alysia and Carroll, Michael (2019). Interactions of Residents Who Have Intellectual Disability and Challenging Behaviours. International Journal of Disability Development and Education, 67 (1), 1-15. doi: 10.1080/1034912X.2019.1678742
Alauddin, Mohammad, Ashman, Adrian, Nghiem, Son and Lovell, Knox (2017). What determines students' expectations and preferences in university teaching and learning? An instrumental variable approach. Economic Analysis and Policy, 56, 18-27. doi: 10.1016/j.eap.2017.06.002
What determines students' study practices in higher education? An instrumental variable approach
Alauddin, Mohammad, Ashman, Adrian, Nghiem, Son and Lovell, Knox (2016). What determines students' study practices in higher education? An instrumental variable approach. Economic Analysis and Policy, 51, 46-54. doi: 10.1016/j.eap.2016.05.006
Bower, J. M., Carroll, A. and Ashman, A. (2015). Development and application of the CAT-RPM report for strengths-based case management of at-risk youth in schools. International Journal of Inclusive Education, 19 (1), 36-52. doi: 10.1080/13603116.2014.902123
Bower, Julie M., Carroll, Annemaree and Ashman, Adrian (2014). The development and validation of the Contextualized Assessment Tool for Risk and Protection Management (CAT-RPM). Journal of Psychoeducational Assessment, 32 (2), 107-122. doi: 10.1177/0734282913497782
Alauddin, Mohammad and Ashman, Adrian (2014). The changing academic environment and diversity in students' study philosophy, beliefs and attitudes in higher education. Higher Education Research and Development, 33 (5), 857-870. doi: 10.1080/07294360.2014.890568
Readiness for change: case studies of young people with challenging and risky behaviours
Carroll, Annemaree, Ashman, Adrian, Bower, Julie and Hemingway, Francene (2013). Readiness for change: case studies of young people with challenging and risky behaviours. Australian Journal of Guidance and Counselling, 23 (1), 49-71. doi: 10.1017/jgc.2012.17
Carroll, Annemaree, Ashman, Adrian, Hemingway, Francene, Bower, Julie and Houghton, Stephen (2012). A preliminary evaluation of Mindfields: a self-regulatory cognitive behavioural program for school-aged adolescent offenders. Australian Educational and Developmental Psychologist, 29 (2), 81-94. doi: 10.1017/edp.2012.12
Carroll, Annemaree, Hemingway, Francene, Ashman, Adrian and Bower, Julie (2012). Establishing the psychometric properties of an interactive, self-regulation assessment battery for young offenders. Australian Journal of Guidance and Counselling, 22 (1), 102-121. doi: 10.1017/jgc.2012.7
Bower, Julie M., Carroll, Annemaree and Ashman, Adrian F. (2012). Adolescent perspectives on schooling experiences: The interplay of risk and protective factors within their lives. International Journal of Educational Research, 53, 9-21. doi: 10.1016/j.ijer.2011.12.003
Modelling inclusive practices in postgraduate tertiary educaiton courses
Ashman, Adrian (2010). Modelling inclusive practices in postgraduate tertiary educaiton courses. International Journal of Inclusive Education, 14 (7), 667-680. doi: 10.1080/13603111003778429
Consumer satisfaction: Case study from an Australian guardianship jurisdiction
Ashman, Adrian F. and Joachim, Ron (2010). Consumer satisfaction: Case study from an Australian guardianship jurisdiction. Australian Journal of Administrative Law, 18, 20-28.
Cognitive training, conflict resolution, and exercise: Effects on young adolescents' well-being
Taylor, M., Gillies, R. and Ashman, A. (2009). Cognitive training, conflict resolution, and exercise: Effects on young adolescents' well-being. Australian Journal of Guidance and Counselling, 19 (2), 131-149. doi: 10.1375/ajgc.19.2.131
Ashman, Adrian (2007). A personal reading history. TEXT: Journal of Writing and Writing Courses, 11 (2). doi: 10.52086/001c.31826
Impulsivity in juvenile delinquency: Differences among early-onset, late-onset and non-offenders
Carroll, Annemaree, Hemingway, Francene, Bower, Julie, Ashman, Adrian, Houghton, Stephen and Durkin, Kevin (2006). Impulsivity in juvenile delinquency: Differences among early-onset, late-onset and non-offenders. Journal of Youth and Adolescence, 35 (4), 519-529. doi: 10.1007/s10964-006-9053-6
Deinstitutionalization for older adults with severe mental retardation: Results from Australia
Young, Louise and Ashman, Adrian F. (2004). Deinstitutionalization for older adults with severe mental retardation: Results from Australia. American Journal on Mental Retardation, 109 (5), 397-412. doi: 10.1352/0895-8017(2004)109<397:DFOAWS>2.0.CO;2
Same-sex attracted youths: Suicide and related factors
Ashman, A. F. (2004). Same-sex attracted youths: Suicide and related factors. Australian Journal of Guidance and Counselling, 14 (1), 48-64. doi: 10.1017/s1037291100002661
Book review: Challenging behaviour and developmental disability
Ashman, A. F. (2004). Book review: Challenging behaviour and developmental disability. Journal of Intellectual & Developmental Disability, 29 (3), 290-291. doi: 10.1080/13668250412331285109
Deinstitutionalisation in Australia Part I: historical perspective
Young, Louise and Ashman, Adrian F. (2004). Deinstitutionalisation in Australia Part I: historical perspective. British Journal of Developmental Disabilities, 50 (98), 21-28.
Deinstitutionalisation in Australia Part II: Results from a long-term study
Young, L. and Ashman, A. F. (2004). Deinstitutionalisation in Australia Part II: Results from a long-term study. British Journal of Developmental Disabilities, 50 (98, Part I), 29-45. doi: 10.1179/096979504799103967
Hay, Ian and Ashman, Adrian (2003). The development of adolescents’ emotional stability and general self-concept: The interplay of parents, peers and gender. International Journal of Disability, Development and Education, 50 (1), 77-91. doi: 10.1080/1034912032000053359
Young, L., Ashman, A., Sigafoos, J. and Grevell, P. (2001). Closure of the Challinor Centre II: An extended report on 95 individuals after 12 months of community living. Journal of Intellectual and Developmental Disability, 26 (1), 51-66. doi: 10.1080/13668250020032769
Young Australians reading: Have they been studied once too often?
Ashman, A. F. (2001). Young Australians reading: Have they been studied once too often?. Magpies: Talking About Books For Children, 16 (3), 20-21.
A preliminary report on the closure of the Challinor Centre
Young, L., Ashman, A., Sigafoos, J. and Grevell, P. (2000). A preliminary report on the closure of the Challinor Centre. Journal of Intellectual and Developmental Disability, 25 (2), 119-126.
Deinstitutionalization in Australia: results after 2 years of community living
Young, L, Ashman, A, Sigafoos, J and Grevell, P (2000). Deinstitutionalization in Australia: results after 2 years of community living. Journal of Intellectual Disability Research, 44, 522-522.
Gillies, R. M. and Ashman, A. F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. Journal of Special Education, 34 (1), 19-27. doi: 10.1177/002246690003400102
Identification of self-verification in the formation of children's academic self-concept
Hay, I., Ashman, A. F., van Kraayenoord, C. E. and Stewart, A. L. (1999). Identification of self-verification in the formation of children's academic self-concept. Journal of Educational Psychology, 91 (2), 225-229. doi: 10.1037//0022-0663.91.2.225
Behavior and interactions of children in cooperative groups in lower and middle elementary grades
Gillies, R. M. and Ashman, A. F. (1998). Behavior and interactions of children in cooperative groups in lower and middle elementary grades. Journal of Educational Psychology, 90 (4), 746-757. doi: 10.1037/0022-0663.90.4.746
Hay, Ian, Ashman, Adrian F. and van Kraayenoord, Christa E. (1998). The influence of gender, academic achievement and non-school factors upon pre-adolescent self-concept. Educational Psychology, 18 (4), 461-470. doi: 10.1080/0144341980180407
Educational characteristics of students with high or low self-concept
Hay, I., Ashman, A. F. and van Kraayenoord, C. E. (1998). Educational characteristics of students with high or low self-concept. Psychology In The Schools, 35 (4), 391-400. doi: 10.1002/(SICI)1520-6807(199810)35:4
Deinstitutionalisation of persons with intellectual disabilities: A review of Australian studies
Young, L., Sigafoos, J., Suttie, J., Ashman, A. F. and Grevell, P. (1998). Deinstitutionalisation of persons with intellectual disabilities: A review of Australian studies. Journal of Intellectual and Developmental Disabilities, 23 (2), 155-170. doi: 10.1080/13668259800033661
Deinstitutionalisation of persons with intellectual disabilities: A review of Australian studies
Young, Louise, Sigafoos, Jeff, Suttie, Janene, Ashman, Adrian and Grevell, Paul (1998). Deinstitutionalisation of persons with intellectual disabilities: A review of Australian studies. Journal of Intellectual and Developmental Disability, 23 (2), 155-170.
Selway, D. and Ashman, A. F. (1998). Disability, religion and health: a literature review in search of the spiritual dimensions of disability. Disability & Society, 13 (3), 429-439. doi: 10.1080/09687599826722
Hay, I., Ashman, A. F. and van Kraayenoord, C. E (1998). Comparison of Queensland sample with the Self-Description Questionnaire–1 and the Perception of Ability Scale for Students, normative populations. Australian Educational and Developmental Psychologist, 15, 70-80.
Ashman, A. F. (1998). Leith’s story. Journal of Cognitive Education, 6, 1-3.
Ashman, A. F. (1997). A learning experience. Journal of Cognitive Education, 6, 75-79.
Ashman, A. F. and Gillies, R. M. (1997). Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms. Journal of School Psychology, 35 (3), 261-279. doi: 10.1016/S0022-4405(97)00007-1
Developing a theory of intelligence: From inspiration to actuality
Ashman, A. F. (1997). Developing a theory of intelligence: From inspiration to actuality. Journal of Cognitive Education, 5, 189-191.
Developing a theory of intelligence: From inspiration to actuality
Ashman, A. F. (1997). Developing a theory of intelligence: From inspiration to actuality. Journal of Cognitive Education, 5 (3), 189-191.
Ashman, A. F. (1997). Introduction. Disability And Rehabilitation, 19 (10), 395-395.
Hay, I., Ashman, A. F. and van Kraayenoord, C. E. (1997). Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-1 self-concept tests. British Journal of Educational Psychology, 67 (3), 311-321. doi: 10.1111/j.2044-8279.1997.tb01246.x
Ashman, A. F. (1997). One trip to China. Journal of Cognitive Education, 6, 1-2.
The effects of training in cooperative learning on differential students behavior and achievement
Gillies, R. M. and Ashman, A. F. (1997). The effects of training in cooperative learning on differential students behavior and achievement. Journal of Classroom Interaction, 32, 1-10.
The musical cognition of elementary school children
Ashman, A. F. and Wright, S. K. (1997). The musical cognition of elementary school children. Journal of Cognitive Education, 5, 217-232.
Toward a comprehensive model of functional competence
Ashman, A. F. (1997). Toward a comprehensive model of functional competence. Australian Disability Review, 1/97, 42-52.
Teaching collaborative skills to elementary school children in classroom-based work groups
Gillies, R. M. and Ashman, A. F. (1996). Teaching collaborative skills to elementary school children in classroom-based work groups. Learning and Instruction, 6 (3), 187-200. doi: 10.1016/0959-4752(96)00002-3
Teaching collaborative skills to primary school children in classroom-based work groups
Gillies, R. M. and Ashman, A. F. (1996). Teaching collaborative skills to primary school children in classroom-based work groups. Learning and Instruction, 6 (3), 187-200.
The social and community involvement of older Australians with an intellectual disability
Ashman, A. F., Suttie, J. N. and Bramley, J. (1996). The social and community involvement of older Australians with an intellectual disability. Journal of Intellectual Disability Research, 40 (2), 120-129. doi: 10.1111/j.1365-2788.1996.tb00613.x
The health and medical status of older people with an intellectual disability in Australia
Ashman, A. F., Suttie, J. N. and Bramley, J. (1996). The health and medical status of older people with an intellectual disability in Australia. Journal of Applied Gerontology, 15 (1), 57-72. doi: 10.1177/073346489601500104
Classroom support for Australian children who experience learning problems
Christensen, C. A., Elkins, J., Ashman, A. F. and van Kraayenoord, C. E. (1996). Classroom support for Australian children who experience learning problems. Thalamus, 15 (2), 23-37.
Ashman, A. F. (1996). Concerning parents. Educating young children, 2 (2), 5-7.
Reporting research for teachers: Current developments in peer learning
Gillies, R. M. and Ashman, A. F. (1995). Reporting research for teachers: Current developments in peer learning. Unicorn, 21 (1), 77-88.
Behavioural interactions of children in classroom-based work groups
Gillies, R. M and Ashman, A. F. (1995). Behavioural interactions of children in classroom-based work groups. Australian Journal of Guidance and Counselling, 5 (1), 67-80. doi: 10.1017/s1037291100001734
Changing existing services for older people with an intellectual disability
Ashman, A. F. and Suttie, J. N. (1995). Changing existing services for older people with an intellectual disability. Australian and New Zealand Journal of Developmental Disabilities, 20, 189-204.
Changing existing services for older people with an intellectual disability
Ashman, Adrian F. and Suttie, Janene (1995). Changing existing services for older people with an intellectual disability. Australia and New Zealand Journal of Developmental Disabilities, 20 (3), 189-204. doi: 10.1080/07263869500035551
How effective is remediation in school?
Ashman, A. F. (1995). How effective is remediation in school?. Journal of Cognitive Education, 4 (2/3), 1-3.
Professional training and cognitive education
Ashman, A. F. (1995). Professional training and cognitive education. Journal of Cognitive Education, 5, 1-5.
Residential circumstances of older Australians with mental retardation
Ashman A.F., Suttie J.N. and Bramley J. (1995). Residential circumstances of older Australians with mental retardation. American Journal on Mental Retardation, 99 (4), 356-362.
Teaching children about planning
Ashman, A. F. (1995). Teaching children about planning. Education Views, 4 (21), 14.
Teaching children about planning and problem solving
Ashman, A. F. (1995). Teaching children about planning and problem solving. TOPIC: Practical Applications of Research in Education, 14 (3), 1-8.
The education of children in school hospitals
Murphy, J. and Ashman, A. F. (1995). The education of children in school hospitals. Australasian Journal of Special Education, 19 (1), 29-36. doi: 10.1017/s1030011200023290
The education of students with an intellectual disability in the People’s Republic of China
Ashman, A. F. (1995). The education of students with an intellectual disability in the People’s Republic of China. European Journal of Special Needs Education, 10, 47-57.
Gillies, R. M. and Ashman, A. F. (1995). The effects of gender and ability on students’ behaviours and interactions in classroom-based work groups. British Journal of Educational Psychology, 65 (2), 211-225. doi: 10.1111/j.2044-8279.1995.tb01143.x
Comprehensive reading instruction for students with learning difficulties
van Kraayenoord, C. E., Ashman, A. F., Moni, K. B., Ballinger, M., Coleman, J. and Charlton, S. (1994). Comprehensive reading instruction for students with learning difficulties. Australian Reading Association Special Interest Group Newsletter—Learning Difficulties, 2, 13-18.
Ashman, Adrian F. (1994). Identifying and Removing Blockages to Successful Collaborations Between Counsellors, Teachers and Parents. Australian Journal of Guidance and Counselling, 4 (1), 1-17. doi: 10.1017/s1037291100001874
Adapting mainstream classroom procedures to accommodate students of diverse abilities
Ashman, A. F. and Wright, S. K. (1994). Adapting mainstream classroom procedures to accommodate students of diverse abilities. Journal of Cognitive Education, 4, 33-45.
Collaboration between counsellors, teachers, and parents
Ashman, A. F. (1994). Collaboration between counsellors, teachers, and parents. Australian Guidance and Counselling Association Newsletter, 8, 8-11.
Cooperative learning in schools
Gillies, R. M. and Ashman, A. F. (1994). Cooperative learning in schools. Queensland Teachers Union Professional Magazine, 12 (1), 23-25.
Developing the metacognitive skills of academically gifted students in mainstream classrooms
Ashman, A. F., Wright, S. K. and Conway, R. N. F. (1994). Developing the metacognitive skills of academically gifted students in mainstream classrooms. Roeper Review, 16 (3), 198-204. doi: 10.1080/02783199409553573
Disseminating theory and practice in cognitive education
Ashman, A. F. (1994). Disseminating theory and practice in cognitive education. Journal of Cognitive Education, 4, 1-5.
Inclusive language in cooperative learning groups
Gillies, R. M. and Ashman, A. F. (1994). Inclusive language in cooperative learning groups. Connections, 4 (4), 22-24.
Older Australians with an intellectual disability
Ashman, A. F., Suttie, J. and Bramley, J. (1994). Older Australians with an intellectual disability. Community Bulletin, 18 (1), 36-41.
The residential circumstance of older Australians with an intellectual disability
Ashman, A. F., Suttie, J. N. and Bramley, J. (1994). The residential circumstance of older Australians with an intellectual disability. American Journal on Mental Retardation, 99 (4), 356-362.
The self-care and functional skills of older Australians with an intellectual disability
Ashman, A. F., Suttie, J. N. and Bramley, J. (1994). The self-care and functional skills of older Australians with an intellectual disability. Australia and New Zealand Journal of Developmental Disabilities, 19, 85-97.
The self-care and functional skills of older australians with an intellectual disability
Ashman, Adrian F., Bramley, Jenny and Suttie, Janene (1994). The self-care and functional skills of older australians with an intellectual disability. Australia and New Zealand Journal of Developmental Disabilities, 19 (2), 85-97. doi: 10.1080/07263869400035131
Counsellor Roles and Perceptions of Training
Ashman, A. F., Gillies, R. M. and Beavers, S. (1993). Counsellor Roles and Perceptions of Training. Australian Journal of Guidance and Counselling, 3 (1), 1-14. doi: 10.1017/s1037291100002107
Examining the links between psychoeducational assessment, instruction and remediation
Ashman, A. F. and Conway, R. N. F. (1993). Examining the links between psychoeducational assessment, instruction and remediation. International Journal of Disability, Development and Education, 40, 23-44.
Examining the links between psychoeducational assessment, instruction and remediation
Ashman, Adrian F. and Conway, Robert N.F. (1993). Examining the links between psychoeducational assessment, instruction and remediation. International Journal of Disability, Development and Education, 40 (1), 23-44. doi: 10.1080/0156655930400103
Older persons with an intellectual disability
Ashman, A. F. (1993). Older persons with an intellectual disability. Interaction, 6, 15-25.
Problems undertaking surveys of older people with a disability in Australia
Suttie, J. N., Ashman, A. F. and Bramley, J. (1993). Problems undertaking surveys of older people with a disability in Australia. Irish Journal of Psychology, 14, 1-22.
Teaching students to use process-based learning and problem solving strategies in mainstream class
Ashman, A. F. and Conway, R. N. F. (1993). Teaching students to use process-based learning and problem solving strategies in mainstream class. Learning and Instruction, 3 (2), 73-92. doi: 10.1016/0959-4752(93)90009-O
Introduction to Process-Based Instruction
Ashman, A. F. (1991). Introduction to Process-Based Instruction. Resources Bulletin, 49, 20-22.
The relationship between meter recognition, rhythmic notation and information processing competence
Wright, S. K. and Ashman, A. F. (1991). The relationship between meter recognition, rhythmic notation and information processing competence. Australian Journal of Psychology, 43 (3), 139-146. doi: 10.1080/00049539108260138
Wright, S. K. and Ashman, A. F. (1991). The use of symbols in drawings by children, nondisabled adults and adults with an intellectual disability. Developmental Disabilities Bulletin, 19, 105-127.
Science and research: Basic and applied research in the field of intellectual disability
Ashman, A. F. (1990). Science and research: Basic and applied research in the field of intellectual disability. Australia and New Zealand Journal of Developmental Disabilities, 16 (3), 173-185. doi: 10.1080/07263869000033991
Setting a research agenda for the study of intellectual disability in Australia
Ashman, A. F. (1990). Setting a research agenda for the study of intellectual disability in Australia. Australia and New Zealand Journal of Developmental Disabilities, 16 (3), 169-172. doi: 10.1080/07263869000033981
Sterilization and training for normal sexual development: Human rights and obligations
Ashman, A. F. (1990). Sterilization and training for normal sexual development: Human rights and obligations. Australia and New Zealand Journal of Developmental Disabilities, 16 (4), 359-368. doi: 10.1080/07263869000034171
The life circumstances of aged people with an intellectual disability
Ashman, Adrian F., Hulme, Peter and Suttie, Janene (1990). The life circumstances of aged people with an intellectual disability. Australia and New Zealand Journal of Developmental Disabilities, 16 (4), 335-347. doi: 10.1080/07263869000034151
The life circumstances of aging people with an intellectual disability
Ashman, A. F., Hulme, P. and Suttie, J. (1990). The life circumstances of aging people with an intellectual disability. Australia and New Zealand Journal of Developmental Disabilities, 16, 335-347.
Change and disability services in Australia: A ten year retrospective
Ashman, A. F. (1989). Change and disability services in Australia: A ten year retrospective. Australia and New Zealand Journal of Developmental Disabilities, 15 (2), 73-80. doi: 10.1080/07263868900033541
Looking at living standards: A question of quality of life
Ashman, A. F. (1989). Looking at living standards: A question of quality of life. Aging/MR IG Newsletter, 3, 7.
Teaching planning skills in the classroom: The development of an integrated model
Ashman, A. F. and Conway, R. N. F. (1989). Teaching planning skills in the classroom: The development of an integrated model. International Journal of Disability, Development and Education, 36 (3), 225-240. doi: 10.1080/0156655893603005
Employment, retirement and elderly persons with an intellectual disability
Ashman, A. F. and Suttie, J. N. (1987). Employment, retirement and elderly persons with an intellectual disability. Journal of Intellectual Disability Research, 39, 107-115.
The cognitive processing of gifted, high average, and low average ability students
Schofield, N. J. and Ashman, A. F. (1987). The cognitive processing of gifted, high average, and low average ability students. British Journal of Educational Psychology, 57, 9-20.
The measurement of meter in children in Grades 3 and 5
Wright, S. K. and Ashman, A. F. (1987). The measurement of meter in children in Grades 3 and 5. Australian Journal of Music Education, 1, 81-97.
The practicality of theory: An educational solution
Ashman, A. F. (1987). The practicality of theory: An educational solution. Queensland Journal of Guidance and Counselling, 1, 63-72. doi: 10.1017/s103031620000039x
Ashman, A. F. (1986). Aeronautical decision-making. SAFE, 3 (1), 1-7.
Decision-making and pilot judgment: Some initial considerations
Ashman, A. F. (1986). Decision-making and pilot judgment: Some initial considerations. SAFE, 2 (4), 2-7.
Introducing pilot judgment training in Australia
Ashman, A. F. and Telfer, R. A. (1986). Introducing pilot judgment training in Australia. SAFE, 3 (2), 1-7.
The relationship between digit span and cognitive processing across ability groups
Schofield, N. J. and Ashman, A. F. (1986). The relationship between digit span and cognitive processing across ability groups. Intelligence, 10 (1), 59-73. doi: 10.1016/0160-2896(86)90027-9
Process-based interventions for retarded students
Ashman, A. F. (1985). Process-based interventions for retarded students. Mental Retardation and Learning Disability Bulletin, 13, 62-74.
Stress in families with handicapped children
Cavanagh, J. and Ashman, A. F. (1985). Stress in families with handicapped children. Australia and New Zealand Journal of Developmental Disabilities, 11, 151-156.
Assessing student teachers’ attitudes toward mentally retarded and physically handicapped children
Ashman, A. F. (1984). Assessing student teachers’ attitudes toward mentally retarded and physically handicapped children. International Journal of Rehabilitation Research, 7 (4), 434-438. doi: 10.1097/00004356-198412000-00009
Developing coding processes in mildly retarded children
Ashman, A. F. (1984). Developing coding processes in mildly retarded children. International Journal of Rehabilitation Research, 7 (4), 455-456. doi: 10.1097/00004356-198412000-00016
Planning skills and mathematical achievement: Implications regarding learning disabilities
Kirby, J. R. and Ashman, A. F. (1984). Planning skills and mathematical achievement: Implications regarding learning disabilities. Journal of Psychoeducational Assessment, 2 (1), 9-22. doi: 10.1177/073428298400200102
The role of planning and decision making in the training of retarded persons
Ashman, A. F. (1984). The role of planning and decision making in the training of retarded persons. Human Learning, 3 (1), 19-32.
Exploring the cognition of retarded persons: A brief report
Ashman, A. F. (1983). Exploring the cognition of retarded persons: A brief report. International Journal of Rehabilitation Research, 6 (3), 355-356. doi: 10.1097/00004356-198309000-00016
A strategy for educating gifted children
Ashman, A. F. and Braggett, E. J. (1983). A strategy for educating gifted children. Unicorn, 9, 345-352.
Discovering trends in mental retardation research: Quantifying the research
Ashman, A. F. and Jurisich, R. (1983). Discovering trends in mental retardation research: Quantifying the research. Mental Retardation and Learning Disability Bulletin, 11, 146-156.
On the theory and practice of remediating coding deficiencies
Ashman, A. F. (1983). On the theory and practice of remediating coding deficiencies. Australia and New Zealand Journal of Developmental Disabilities, 9, 8-15.
Personality profiles of pilots
Ashman, A. F. and Telfer, R. A. (1983). Personality profiles of pilots. Aviation, Space and Environmental Medicine, 11 (10), 940-944.
The expressed needs of parents of gifted and talented children
Braggett, E. J., Ashman, A. F. and Noble, J. (1983). The expressed needs of parents of gifted and talented children. Gifted Education International, 1, 80-83.
Strategic behavior and linguistic functions of institutionalized moderately retarded persons
Ashman, A. F. (1982). Strategic behavior and linguistic functions of institutionalized moderately retarded persons. International Journal of Rehabilitation Research, 5 (2), 203-214. doi: 10.1097/00004356-198206000-00006
Coding, strategic behavior and language performance of institutionalized retarded young adults
Ashman, A. F. (1982). Coding, strategic behavior and language performance of institutionalized retarded young adults. American Journal of Mental Deficiency, 86 (6), 627-636.
Cognitive processes and perceived language performance of retarded persons
Ashman, A. F. (1982). Cognitive processes and perceived language performance of retarded persons. Journal of Mental Deficiency Research, 26 (SEP), 131-143.
Prevention or cure? Changing attitudes toward retarded persons
Ashman, A. F. (1982). Prevention or cure? Changing attitudes toward retarded persons. Mental Retardation Bulletin, 10, 18-35.
Coding, planning and mental retardation. Part II: Theory, evidence and implication
Ashman, A. F., Molloy, G. N. and Das, J. P. (1981). Coding, planning and mental retardation. Part II: Theory, evidence and implication. Australian Journal of Developmental Disabilities, 7, 57-64.
Re-evaluating the history of intelligence. Part I
Ashman, A. F. (1980). Re-evaluating the history of intelligence. Part I. Educational Enquiry, 3 (1), 43-54.
Re-evaluating the history of intelligence. Part II: Precursors of current theories of intelligence
Ashman, A. F. (1980). Re-evaluating the history of intelligence. Part II: Precursors of current theories of intelligence. Educational Enquiry, 3 (2), 51-64.
Relation between planning and simultaneous-successive synthesis
Ashman, A. F. and Das, J. P. (1980). Relation between planning and simultaneous-successive synthesis. Perceptual and Motor Skills, 51 (2), 371-382.
Planning—The integrative function of the brain: Empirical evidence and speculation
Ashman, A. F. (1979). Planning—The integrative function of the brain: Empirical evidence and speculation. Educational Enquiry, 2, 78-94.
Collaboration in teacher professional learning: Universities, school-systems, schools and teachers
Deppeler, Joanne, Ashman, Adrian F., Conway, Robert, Jones, Phyllis, O'Gorman, Elizabeth, Garcia-Cedillo, Ismael, Romero-Contreras, Silvia and Fletcher, Todd (2010). Collaboration in teacher professional learning: Universities, school-systems, schools and teachers. The 7th Inclusive and Supportive Education Congress (ISEC2010), Belfast, Ireland, 2-5 August 2010. Belfast, Ireland: Queen's University Belfast.
Phonological awareness: Necessary but not sufficient
Fielding-Barnsley, R., Hay, I. and Ashman, A. F. (2005). Phonological awareness: Necessary but not sufficient. 30th Annual Conference of AASE, Brisbane, 23-25 September. Australia: AASE.
Ashman, A. F., Hay, I., McFarland, M. and Raciti, N. (2005). The Educational Adjustment Program Profile: A Queensland Initiative in the identification and Monitoring of Students with a Disability. 3rd Annual International Conference on Cognition, Language and Special Education Research, Surfers Paradise, Gold Coast, Queensland, 2-4 December, 2005. Brisbane, QLD: Griffith University.
Institution vs. centre-based vs. community living: An Australian perspective
Young, L. and Ashman, A. F. (2004). Institution vs. centre-based vs. community living: An Australian perspective. 12th IASSID World Congress, Montpellier, France, 14-19 June, 2004. Oxford, U.K.: BLACKWELL PUBLISHING LTD. doi: 10.1111/j.1365-2788.2004.t01-1-00609.x
Ageing and deinstitutionalisation
Young, J. L. and Ashman, A. F. (2001). Ageing and deinstitutionalisation. 36th Annual Conference of Australian Society for the Study of Intellectual Disability, Melbourne, 12-15 November, 2001. Melbourne: Australian Society for the Study of Intellectual Disability.
Deinstitutionalisation in Queensland: Results from a matched sample
Young, J-L.L., Ashman, A.F. and Grevell, P. (2001). Deinstitutionalisation in Queensland: Results from a matched sample. 36th Annual Conference of ASSID, Melbourne, 12-15 November 2001. Melbourne: Aust Society for the Study of Intellectual Disability.
It's not what you do--It's the way you do it: Case studies from the Challinor project
Young, J. L., Ashman, A. F. and Grevell, P. (2001). It's not what you do--It's the way you do it: Case studies from the Challinor project. 36th Annual Conference of Australian Society for the Study of Intellectual Disability, Melbourne, 12-15 November, 2001. Melbourne: Australian Society for the Study of Intellectual Disability.
Institutional reform: Life after 12 months of community living—A report on the Challinor project
Young, L., Ashman, A. F., Sigafoos, J. and Grevell, P. (2000). Institutional reform: Life after 12 months of community living—A report on the Challinor project. Sharing the Road, Griffith University: Nathan, Queensland, 1999. Brisbane: Australian Society for the Study of Intellectual Disability.
Deinstitutionalisation and changes in life circumstances of adults with an intellectual disability
Young, J., Ashman, A. F., Sigafoos, J. S. and Grevell, P. (1999). Deinstitutionalisation and changes in life circumstances of adults with an intellectual disability. 35th Annual Conference of the Australian Society for the Study of Intellectual Disability, Sydney, Australia, 27-30 September 1999. Sydney, Australia: Australian Society for the Study of Intellectual Disability.
Examining the Nature of Helping Interactions in Primary School Children in Years 2, 4, and 6
Gillies, Robyn M. and Ashman, Adrian F. (1995). Examining the Nature of Helping Interactions in Primary School Children in Years 2, 4, and 6. Annual Conference of the International Association for the Study of Cooperation in Education (IASCE), Brisbane, Queensland, June 30-July 3, 1995. IASCE.
Professional partnerships: Some lessons in cooperation
Ashman, A. F. (1994). Professional partnerships: Some lessons in cooperation. Family and School Matter, Darwin, NT: Northern Territory University, 1994.
Ashman, A. F. (1993). Keynote address. Ageing Seminar—What Now? for people with intellectual disabilities, Launceston, Tasmania, 1993.
The Social and Community Involvement of Older people with an intellectual disability
Ashman, A. F. (1993). The Social and Community Involvement of Older people with an intellectual disability. Directions in Tasmanian Disability Services, Launceston, Tasmania, 1993. Australian Society for the Study of Intellectual Disability.
Teaching students to accept responsibility for their behaviour through planning skills
Conway, R. and Ashman, A. F. (1992). Teaching students to accept responsibility for their behaviour through planning skills. 1992 National Conference on Student Behaviour Problems: Directions, Perspectives and Expectations Toward the Year 2000, Hawthorn, Victoria,
Alauddin, Mohammad and Ashman, Adrian (2014). The changing academic environment and diversity in students study philosophy, beliefs and attitudes in higher education. School of Economics Discussion Paper Series. 511. School of Economics, University of Queensland.
Making the transition from young adult to adult literature. ,
Ashman, A. F. (2008). Making the transition from young adult to adult literature. ,. Other, Griffith University (Gold Coast), Queensland, Australia..
Adapting emergency interventions
Ashman, A. F., Carroll, A., Bower, J. and Williams, C. (2007). Adapting emergency interventions. Queensland: Queensland Fire and Rescue Services.
Hay, I. and Ashman, A. F. (2006). The effectiveness of the current response to behaviour support and intervention services: Report to the Director General, Department of Education and the Arts, Queensland. Queensland: Department of Education and the Arts.
Ashman, A. F., Hay, I. and Bayne, B. (2005). Development of Education Adjustment Program (EAP) Adjustment profile instruments: A report to the Performance Monitoring and Reporting Branch, Education Queensland. Performance Monitoring and Reporting Branch, Education Queensland.
Ashman, A. F., Hay, I. and Bayne, B. (2005). Development of Education Adjustment Program (EAP) Beginning School Profile: A report to the Performance Monitoring and Reporting Branch, Education Queensland. A report to the Performance Monitoring and Reporting Branch, Education Queensland.
Ashman, A. F. (1994). Profile of aging caregivers of people with an intellectual disability: A Report of a Commissioned Research Project for the Divisional Head, Intellectual Disability Services, Department of Family Services and Aboriginal and Islander Affairs. The University of Queensland, St Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Ashman, A. F., Suttie, J. N. and Bramley, J. (1993). Older Australian with an intellectual disability: A report to the Department of Health, Housing and Community Services. St. Lucia, Queensland: Fred and Eleanor Schonell Special Education Research Centre.
A controlled research study of students with learning difficulties
Elkins, J. and Ashman, A. F. (1992). A controlled research study of students with learning difficulties. The University of Queensland, St Lucia: and Eleanor Schonell Special Education Research Centre.
Elkins, J., Ashman, A. F., van Kraayenoord, C. E. and Christensen, C. (1992). Review of the policy statement on the education of students with learning difficulties from pre-school to year 12. The University of Queensland, St Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Ashman, A. F., Simpson, J. R. and Flynn, B. P. (1989). Independent Review of Activity Therapy Centre and Activities Workshops of the Brisbane North Branch: Report to the Joint Department of Community Services and Health/Endeavour Foundation Steering Committee. Brisbane: HRM Consulting.
Generalization following cognitive training with intellectually disabled adolescents
Ashman, A. F. (1987). Generalization following cognitive training with intellectually disabled adolescents. The University of Queensland, St Lucia: Fred and Eleanor Schonell Special Education Research Centre.
Telfer, R. A. and Ashman, A. F. (1986). Pilot judgement training: An Australian validation study: Report to the Australian Department of Aviation. Newcastle, NSW: Department of Education, University of Newcastle.
Ashman, A. F. and Telfer, R. A. (1985). Pilot judgement training: Implementation in Australian flying schools: A report to the Australian Department of Aviation. Newcastle, NSW: Department of Education, University of Newcastle.
Strategic behavior and metacognition: Final Report
Kirby, J. R. and Ashman, A. F. (1982). Strategic behavior and metacognition: Final Report. Newcastle, NSW: Department of Education, University of Newcastle.
Ashman, A. F. (1980). Exploration of the cognitive abilities of moderately and severely mentally retarded individuals: Final Report. Newcastle, NSW: Department of Education, University of Newcastle.
Interactions that facilitate positive life events for people with intellectual disability
(2011) APEX Foundation for Research into Intellectual Disability Ltd (AFRID)
(2009–2010) UQ FirstLink Scheme
(2007–2008) ARC Discovery Projects
(2006–2008) ARC Discovery Projects
(2005–2007) ARC Discovery Projects
Investigating Literacy and Literacy Programs for Older Adults with Intellectual Disabilities
(2004–2005) UQ FirstLink Scheme
(2004–2005) University of Queensland Research Development Grants Scheme
Creating Safer Communities: Addressing Risky Behaviour in Young People Through Self-Regulation
(2003–2006) ARC Linkage Projects
Best practice in providing stroke patients and their carers with written education materials
(2002) University of Queensland Research Development Grants Scheme
(2001–2003) ARC Australian Research Council (Large grants)
(2000) Department Families, Youth & Community Care QLD
Effects of Cooperative Learning on Young Adolescents' Learning and Small Group Interactions
(1999–2001) ARC Australian Research Council (Large grants)
Evaluation of the institutional reform project at challinor centre
(1997–1999) ARC Collaborative Grant (SPIRT)
Evaluation of the institutional reform project at the challinor centre
(1997–1999) Department Families, Youth & Community Care
(1997) APEX Foundation for Research into Intellectual Disability Ltd (AFRID)
Self-perceptions of secondary school students
(1996–1998) ARC Australian Research Council (Large grants)
Schonell Centre - Korean Institute for Special Education Agreement (Dr Ashman).
(1996–1997) Australia - Korea Foundation Secretariat
(1996) Department Family Serv Aboriginal & Isl Affs Qld
The development of cooperative and helping interactions in primary school age children
(1995–1997) ARC Australian Research Council (Large grants)
Note for students: Emeritus Professor Adrian Ashman is not currently available to take on new students.
(2012) Doctor Philosophy — Principal Advisor
Other advisors:
From the liminal to the visceral Professional Learning for Acting (PLA) in Australia
(2009) Doctor Philosophy — Principal Advisor
Other advisors:
AT-RISK BOYS' PERCEPTIONS OF MASCULINITIES AND RESILIENCE
(2007) Doctor Philosophy — Principal Advisor
Other advisors:
AN ANALYSIS OF THE NATURE AND QUALITY OF FRIENDSHIP RELATIONSHIPS IN A SAMPLE OF AUSTRALIAN ADOLESCENTS
(2004) Doctor Philosophy — Principal Advisor
Other advisors:
Young people's transitions into and out of homelessness in southeast Queensland
(2003) Doctor Philosophy — Principal Advisor
Other advisors:
Meaning in Life in Young Australian Adults: The Role of Volunteerism
(2015) Master Philosophy — Associate Advisor
Other advisors:
(2012) Doctor Philosophy — Associate Advisor
Other advisors:
(2011) Doctor Philosophy — Associate Advisor
Other advisors:
Cognitive training, conflict resolution, and exercise: Effects on young adolescents' well-being
(2009) Doctor Philosophy — Associate Advisor
Other advisors: