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Austin, C. R., Vaughn, S., & McClelland, A. M. (2017). Intensive reading interventions for inadequate responders in grades K-3: A synthesis. Learning Disability Quarterly, 1-20. doi: 10.1177/0731948717714446

Barnes, M.A., Martinez-Lincoln, A., and Raghubar, K.P. (2017). Mathematical learning disabilities: What does the science tell us about assessment and diagnosis? Perspectives on Language and Literacy, 43(1), 10-19.

Bartholomew, C., & Sterrett, B. I. (2017). Introduction to universal design for learning. In L.A. Scott & C.A. Thoma (Eds.), Universal design for distance education: A guide for online course development. Charlotte: XanEduPublishing.

Barton, E. E., Ledford, J. R., Zimmerman, K. N., & Pokorski, E. A. (in press). Increasing the Engagement and Complexity of Block Play. Education and Treatment of Children.

Barton, E. E., Pokorski, E. A., Gossett, S., Sweeney, E., & Qui, J. (in press). The use of email to coach early childhood teachers. Journal of Early Intervention.

G.Braun (in print). Writing Skills. In R.W. Summers (Ed.), Developmental psychology: How the mind grows and changes over a lifetime, 3 volumes. Santa Barbara, CA: Greenwood.

Chazin, K. T., Barton, E. E., Ledford, J. R., & Pokorski, E. A. (in press). Implementation and intervention practices to facilitate communication skills in a child with complex communication needs. Journal of Early Intervention.

Coyne, M.D., Oldham, A., Leonard, K., Burns, D., & Gage, N. (2016). Delving into the details: Implementing multi-tiered K-3 reading supports in high priority schools.  New Directions for Child and Adolescent Development, 154, 67-85.

Fuchs, L. S., Gilbert, J. K., Fuchs, D., Seethaler, P. M., & Martin, B. N. (2017). Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension. Scientific Studies of Reading, 1-15.

Hancock, T., Ledbetter-Cho, K., Howell, A., & Lang, R. (2016). Enhanced milieu teaching. In R. Lang, T. Hancock, & N. N. Singh (Eds.), Early intervention for young children with autism. New York, NY: Springer.

Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., Lee, A., Howell, A., …O’Reilly, M. (2015). Effects of script training on the peer-to-peer communication of children with autism. Journal of Applied Behavior Analysis, 48, 785-799.

Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., & Lee, A., O’Reilly, M., …Falcomata, T. (2016). Effects of behavioral skills training and in situ feedback on the abduction-prevention skills of children with autism. Behavior Analysis in Practice, 9(3), 266-270.

Ledbetter-Cho, K., Lang, R., Moore, M., Murphy, C., Davenport, K., Lee, A., …Watkins, L. (in press). Effects of video-enhanced activity schedules on academic skills and collateral behaviors in children with autism. International Journal of Developmental Disabilities. doi: 10.1080/20473869.2017.1290022

Lemons, C. J., Al Otaiba, S., Conway, S. J., & Mellado De La Cruz, V. (2016). Improving professional development to enhance reading outcomes for students in special education. New Directions for Child and Adolescent Development, 154, 87-104.

Lemons, C. J., Sinclair, A. C., Gesel, S. A., Gandhi, A. G., & Danielson, L. (2017). Supporting implementation of data-based individualization: Lessons learned from NCII’s first five years. Washington, DC: American Institutes for Research. Retrieved from http://www.intensiveintervention.org/sites/default/files/ NCII_LessonsLearned_2.0_508.pdf

Maggin, D. M., Talbott, E., Van Acker, E. Y., & Kumm, S. (2017). Quality Indicators for Systematic Reviews in Behavioral Disorders. Behavioral Disorders, 42(2), 52-64.

Martinez-Lincoln, A., Cortinas, C., & Wicha, N. Y. (2015). Arithmetic memory networks established in childhood are changed by experience in adulthood. Neuroscience Letters, 584, 325-330.

Pennington, B., & McComas, J. (2017). Effects of the Good Behavior Game across classroom contexts. Journal of Applied Behavior Analysis, 50, 176-780.

Pokorski, E. A., Barton, E. E., & Ledford, J. R. (2016). A Review of the use of group contingencies in preschool settings. Topics in Early Childhood Special Education, 36(1), 1-12

Swanson, E., Stevens, E. A., Scammacca, N. K., Capin, P., Stewart, A. A., & Austin, C. R. (2017). The impact of tier 1 reading instruction on reading outcomes for students in grades 4-12: A meta-analysis. Reading and Writing, 30(8), 1639-1665.

Talbott, E., Maggin, D. M., Van Acker, E.Y., & Kumm, S. (2017). Quality indicators for reviews of research in special education. Exceptionality, 1-21. DOI:10.1080/09362835.2017.1283625

Thoma, C.A., Fisher, K.W., Hall, S., Scott, L.A., Cain, I., Wojcik, A., & Sterrett, B. (2017). High quality educational programs for students with intellectual disability in middle or junior high schools. In M.L. Wehmeyer & K.A. Shogren (Eds.) Handbook of research-based practices for educating students with intellectual disability. New York: Routledge.

Walte, S., Cushing, L.S., Athamanah, L.A., & Posey, K. (in press). Seeking the perspectives of transition-age students with significant disabilities in research since 1990. DADD Online Journal.

Walte, S. & Maddalozzo, R. (in press). Self-determination. In T. Heller, S. Parker Harris, C. Gill, and R. Gould, (Eds.), Disability in American life: An encyclopedia of concepts, policies, and controversies. Santa Barbara, CA: ABC-CLIO.

Watkins, L., Kuhn, M., Ledbetter-Cho, K., Gevarter, C., & O’Reilly, M. (2015). Evidence-based social communication interventions for children with autism spectrum disorder. Indian Journal of Pediatrics, 84(1), 68-75.

Watkins, L., O’Reilly, M., Kuhn, M., Lang, R., van der Burg, T., & Ledbetter-Cho, K. (2016). Incorporation of restricted interests reduces stereotypy and facilitates play and social engagement between a preschooler with autism and peers in an inclusive setting. Advances in Neurodevelopmental Disorders, 1(1), 37-41.

Williams, K. J., Austin, C. R., Vaughn, S. (in press). A synthesis of spelling interventions for secondary students with disabilities. The Journal of Special Education.

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