Dr. Linda Visser

Projects

• Online study into psychological disorders and stress in children with learning disabilities

Curriculum Vitae

01/2014 - 04/2016	Assistant Professor at the department of Special Needs Education, Groningen University, The Netherlands
01/2010 - 12/2013	PhD at the department of Special Needs Education, Groningen University, The Netherlands
2007 - 2009	Care assistant in respite care for children with moderate to severe intellectual disabilities, St. John of God Community Services, Dublin, Ireland
2006 - 2007	Master in Child and Adolescent Psychology, Utrecht University, The Netherlands
2003 - 2006	Bachelor in Psychology, Utrecht University, The Netherlands

Current research focus

• Comorbidity in children with learning disabilities
• Developmental assessment in young children
• Test validity for children with disabilities

Publications

Selected Publications

• Visser, L. (2014). The Bayley-III-NL special needs addition. A suitable developmental assessment instrument for young children with special needs. Groningen: Stichting Kinderstudies.
• Houwen, S., Visser, L., Van der Putten, A.A.J., & Vlaskamp, C. (2016). The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. Research in Developmental Disabilities, 53-54, 19–31. doi:10.1016/j.ridd.2016.01.012
• Visser, L., Van der Meulen, B.F., Ruiter, S.A.J., & Boers, E. (2015). Grenzen van grenzentests [Limits of testing the limits]. In J. Knot-Dickscheit, A. M. N. Huyghen, H. J. M. Janssen, W. J. Post, Haakma, & H.W.E. Grietens (Eds.), Orthopedagogiek maakt verschil! Profiel en toekomst van een discipline in beweging [Special needs education makes a difference! Profile and future of a moving discipline] (pp. 121-136). Den Haag: Uitgeverij Acco.
• Ruiter, S.A.J., & Visser, L. (2015). Bayley-III-NL Standaard en Special Needs Addition: Meting van de ontwikkeling van baby's en peuters [Bayley-III-NL Standard and Special Needs Addition: measure of the development of babies and toddlers]. In W.C.M. Resing (Ed.), Handboek intelligentietheorie en testgebruik [Handbook intelligence theory and test use] (pp. 85-112). Amsterdam: Pearson Assessment and Information B.V.
• Visser, L., Ruiter, S. A., van der Meulen, B. F., Ruijssenaars, W. A., & Timmerman, M. E. (2015). Dynamic assessment with the Bayley-III among young children with developmental disabilities. Journal of Cognitive Education and Psychology, 14, 126-142. doi:10.1891/1945-8959.14.1.126
• Visser, L., Ruiter S.A.J., Van der Meulen, B.F., Ruijssenaars, A.J.J.M., Timmerman, M.E. (2015). Low verbal assessment with the Bayley-III. Research in Developmental Disabilities, 36, 230-243. doi:10.1016/j.ridd.2014.09.014
• Visser, L., Ruiter, S. A. J., Van der Meulen, B. F., Ruijssenaars, A. J. J. M., & Timmerman, M. E. (2014). Accommodating the Bayley-III for motor and/or visual impairment: A comparative pilot study. Pediatric Physical Therapy, 26, 57-67. doi:10.1097/PEP.0000000000000004
• Visser, L., Ruiter, S. A. J., Van der Meulen, B. F., Ruijssenaars, A. J. J. M., & Timmerman, M. E. (2013). Validity and suitability of the Bayley-III low Motor/Vision version: A comparative study among young children with and without motor and/or visual impairments. Research in Developmental Disabilities, 34, 3736-3745. doi:10.1016/j.ridd.2013.07.027
• Visser, L., Ruiter, S.A.J., Van der Meulen, B.F., Ruijssenaars, A.J.J.M., & Timmerman, M.E. (2012). A review of standardized developmental assessment instruments for young children and their applicability for children with special needs. Journal of Cognitive Education and Psychology, 11, 102-127. doi:10.1891/1945-8959.11.2.102