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SCHOLAR PUBLICATIONS

Al Otaiba, Baker, K., S., Lan, P., Rivas, B., Allor, J., Yovanoff, P., & Kamata, A. (in press). Elementary teacher’s knowledge of response to intervention implementation: Findings from a preliminary factor analysis. Annals of Dyslexia.

Al Otaiba, S., Rouse, A. G., & Baker, K. (2018). Elementary grade intervention approaches to treat specific learning disabilities, including dyslexia. Language, speech, and hearing services in schools, 49(4), 829-842.

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

Austin, C. R., & Vaughn, S. (2018). Reading interventions for young learners with reading difficulties and disabilities: The role of word reading and word meaning. Advances in Special Education, 34.

Austin, C. R., Wanzek, J., Scammacca, N. L., Vaughn, S., Gesel, S. A., Donegan, R. E., Engelmann, M. L. (2018). The relationship between study quality and the effects of supplemental reading interventions: A meta-analysis. Exceptional Children. doi: 10.1177/0014402918796164

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. (2018). Increasing the Engagement and Complexity of Block Play. Education and Treatment of Children, 41, 169-196.

Barton, E. E., & Pokorski, E. A. (in press). Teaching complex play to young children with disabilities using recommended practices. DEC Recommended Practices Monograph Series – Instructional Practices.

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.

Barton, E. E., Pokorski, E. A., Sweeney, E., Velez, M., Gossett, S., & Qui, J. (In press). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions.

Boh, A., Rudolph, B., Pennington, B., & Byiers, B. (2018) An Exploration of the Inter-Rater Agreement of Visual Analysis with and without Context. Journal of Applied Behavior Analysis.

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.

Braun, G., Kumm, S., Brown, C., Walte, S., Hughes, M. T., & Maggin, D. M. (2018). Living in Tier 2: educators’ perceptions of MTSS in urban schools. International Journal of Inclusive Education, 1-15.

Brown, C., Maggin, D. M., & Buren, M. (2018). Systematic Review of Cultural Adaptations of School-based Social, Emotional, and Behavioral Interventions for Students of Color. Education and Treatment of Children, 41(4), 431-456.

Buren, M., Maggin, D., Brown., C. (2018). Meta-synthesis on the experiences of families from nondominant communities and special education collaboration. Exceptionality.

Burns, C., Lang, R., & Ledbetter-Cho, K. (2017). Meta-analysis of single-case experimental design studies involving children with or at risk of autism spectrum disorder suggest intervention is effective during first three years of life. [Abstract]. Evidence Based Communication Assessment and Intervention. Abstract of Debodinance, E., Maljaars, J. Neons, I., van den Noorgate, W. (2017). Interventions for toddlers with autism spectrum disorder: A meta-analysis of single subject experimental studies. Research in Autism Spectrum Disorder, 36, 79-92.

Chazin, K. T., Barton, E. E., Ledford, J. R., & Pokorski, E. A. (2018). Implementation and intervention practices to facilitate communication skills in a child with complex communication needs. Journal of Early Intervention, 40, 138-157.

Coyne, M. D., McCoach, B. D., Ware, S., Austin, C. R., Loftus-Rattan, S., Luft-Baker, D. (in press). Racing against the vocabulary gap: Matthew effects in early vocabulary instruction and intervention. Exceptional Children.

Coyne, M. D., Oldham, A., Dougherty, S. M., Leonard, K., Koriakin, T., Gage, N.A., & … Gillis, M. (2018). Evaluating the effects of supplemental reading intervention within an MTSS or RTI reading reform initiative using a regression discontinuity design. Exceptional Children, 84(4), 350-367.

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.

Cushing, L. S., Parker-Katz, M., Athamanah, L. S., Walte, S., & Posey, K. (in press). Trends associated with transition topics since 1990: A literature review. Remedial and Special Education.

Didion, L. A., Toste, J. R., & Wehby, J. H. (2018). Response cards to increase engagement and academic participation for middle school students with emotional/behavioral disorders. Remedial and Special Education.

Farmer, T. W., Hamm, J. V., Lee, D., Sterrett, B. I., Rizzo, K. L., & Hoffman, A. (2018). Directed consultation and supported professionalism: Research-Practitioner partnerships to promote adaptive, data driven, evidence-based practices in rural schools. Rural Special Education Quarterly.

Farmer, T. W., Sterrett, B. I., Hamm, J. V., Lee, D., Powers, E., & Wojtkun, E. (in press). Managing the classroom context to support students with EBD: The BASE model. Journal of Evidence-based Practices for Schools.

Filderman, M. J., Austin, C. R., & Toste, J. R. (2018). Making sense of data-based decision making for struggling readers in the secondary grades. Intervention in School and Clinic.

Filderman, M. J., Toste, J. R., Didion, L. A., Peng, P., & Clemens, N. H. (2018). Data-based decision making in reading interventions: A synthesis and meta-analysis of the effects for struggling readers. Journal of Special Education.

Fleury, V. P., & Hugh, M. L. (2018). Exploring engagement in shared reading activities between children with autism spectrum disorder and their caregivers. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3632-8

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.

Gilmour, A., Majeika, C. E., Sheaffer, A., & Wehby, J. H. (accepted for publication). Teacher evaluation and student behavior: Are evaluation rubrics designed to support teacher development in classroom management? Teacher Education and Special Education.

Hall, C., Vaughn, S., Stewart, A. A., Austin, C. R., Roberts, G. (in press). The effects of inference instruction on the inference generation and reading comprehension of English learning with reading comprehension difficulties in grades 6 and 7. Remedial and Special Education.

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.

Johnson, L. D., Ford, A. B., & Hugh, M. L. (in press). Maximizing meetings with TIPS: Tools and tricks for meaningful data use, Young Exceptional Children Monograph.

Jolivette, K., Swoszowski, N. C., Kumm, S., Sanders, S., Ansley, B. (in press). Embedding staff self-care into the PBIS all, some, and few logic for those working in juvenile corrections and residential settings. Correctional Education.

Kearns, D.M., Pollack, M.S., & Whaley, V. M. (in press). Systematic implementation of intensive intervention: A high-leverage practice for improving academic outcomes in students with disabilities. In B. Billingsley, M. Brownell, T. Lewis, L. Maheady, S. Buedin, A. Patti, & L. Rafferty (Eds.), High-leverate practices for inclusive classrooms. New York, NY: Routledge.

Kearns, D. M., & Whaley, V. M. (2018). Helping Students With Dyslexia Read Long Words: Using Syllables and Morphemes. TEACHING Exceptional Children, 0040059918810010.

Kumm, S., Maggin, D.M. Brown, C., Talbott, W. (in press). A meta-analytic review of mental health interventions targeting youth with internalizing disorders in juvenile justice facilities. Manuscript submitted for publication.

Lang, R. McLay, L., Carnett, A., Ledbetter-Cho, K., Sun, X., & Lancioni, G. (in press). Complications and side effects associated with a lack of toileting skills. In J. L. Matson (Ed.), Clinical Guide to Toilet Training Children: Autism and Child Psychopathology Series. New York, NY: Springer.

Ledbetter-Cho, K., O’Reilly, M., Lang, R., Watkins, L., & Lim, N. (in press). Meta-analysis of tablet-mediated interventions for teaching academic skills to individuals with autism. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-018-3573-2

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

Ledbetter-Cho, K., Lang, R. Watkins, L., O’Reilly, M., & Zamora, C. (2017). Systematic review of collateral effects of focused interventions for children with autism spectrum disorder. Autism and Developmental Language Impairments, 2, 1-22. doi:  10.1177/2396941517737536

Ledford, J. R., Barton, E. E., Severini, K. E., Zimmerman, K. N., & Pokorski, E. A. (in press). Visual display of graphic data in single case design studies: Systematic review and expert preference analysis. Education and Training in Autism and Developmental Disabilities.

LeJeune, L. M., Gesel, S. A., Christopher, J. L. (in press). Explicit phonological awareness instruction for preschoolers with Down syndrome. Inclusion.

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., Gesel, S. A., & LeJeune, L. M. (in press). Intensive intervention for students with intellectual and developmental disabilities. In R. Edmonds, A. Gandhi, and L. Danielson (Eds.), Essentials of Intensive Intervention. New York, NY: Guilford Press.

Lemons, C. J., Sinclair, A. C., Gesel, S. A., Gandhi, A. G., & Danielson, L. (in press). Integrating intensive intervention into special education services: Guidance for special education administrators. Journal of Special Education Leadership.

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

Leonard, K., Coyne, M. D., Oldham, A., Burns, D., & Gillis, M. (in press) Implementing MTSS in beginning reading:Tools and systems to support schools and teachers. Learning Disabilities Research and Practice.

Lim, N., O’Reilly, M., Sigafoos, J., Ledbetter-Cho, K., & Lancioni, G. (2018). Should heritage languages be incorporated into interventions for bilingual individuals with neurodevelopmental disabilities? A systematic review. Journal of Autism and Developmental Disorders.

Lindstrom, E. R., Gesel, S. A., & Lemons, C. J. (in press). Data-based individualization in reading: Tips for successful implementation. Interventions in Schools and Clinics.

Lloyd, B.P., Barton, E.E., Ledbetter-Cho, K., Pennington, B., & Pokorski, E.A. (in press). Function-based interventions in K-8 general education settings: A focus on teacher implementation. Elementary School Journal.

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.

Majeika, C. E., Walder, J. P., Hubbard, J. P., Steeb, K. M., Ferris, G. J., Oakes, W. P., & Lane, K. L. (2011). Improving on-task behavior using a functional assessment-based intervention in an inclusive high school setting. Beyond Behavior, 20, 55-66.

Majeika, C. E., Van Camp, A. M., Wehby, J. H., Kern, L., Commisso, C., & Gaier, K. (2018). An evaluation of the adaptations made to check-in check-out. Manuscript accepted for publication. Journal of Positive Behavior Interventions.

Martens, B., Baxter, E., McComas, J., Sallade, S., Kester, J., Caamano, M., Dimian, A., Simacek, J., Pennington, B. (in press). Agreement between structured descriptive assessments and functional analyses conducted over a telehealth system. Behavior Analysis: Research and Practice.

Martin, B. N., & Fuchs, L. S. (in press). The mathematical performance of at-risk first graders with limited English proficiency. Learning Disabilities Quarterly.

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.

Martinez-Lincoln, A., Tran, L., & Powell, S.R. (in press). What the hands tell us about mathematical learning: A synthesis of gesture use in mathematics instruction. Gesture.

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

Pennington, B., Simacek, J., McComas, J., McMaster, K., & Elmquist, M. (2018). Maintenance and generalization in functional behavior assessment / behavior intervention plan literature. Journal of Behavioral Education. http://doi.org/10.1007/s10864-018-9299-6

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

Pokorski, E. A., Barton, E. E., & Ledford, J. R. (in press). Assessing the differential effects of known and mystery rewards in a preschool-based group contingency. Journal of Early Intervention.

Pokorski, E. A., Barton, E. E., Ledford, J. R., Taylor, A. L., Johnson, E., & Winters, H. K. (in press). A comparison of antecedent activities for increasing engagement during a small group activity in a child with ASD. Education and Treatment of Children.

Powell, S. R., Berry, K. A., Benz, S. A., Forsyth, S. R., & Martinez-Lincoln, A. (2017). Teaching students to understand and solve word problems. Texas Mathematics Teacher, 63(2), 6-12.

Rigor, M. N., Barton, E. E., Pokorski, E. A., & Velez, M. (in press). Using text messaging to deliver performance feedback to preservice teachers. Topics in Early Childhood Special Education.

Reutebuch, C. K., Roberts, G. J., Thompson, J. L., Zein, F. E., Mize, M., Weinberg, A. N., Austin, C. R., Forbis, A., Rodriguez, K. (in press). Enhancing academic performance of high school students with autism spectrum disorder through reading comprehension interventions: Stakeholder perspectives. Research in Autism Spectrum Disorders.

Sigafoos, J., O’Reilly, M. F., Ledbetter-Cho, K., Lim, N., Lancioni, G. E., & Marschik, P. B. (2018). Addressing sequelae of developmental regression associated with T developmental disabilities: A systematic review of behavioral and educational intervention studies. Neuroscience and Biobehavioral Reviews, 56-71. https://doi.org/10.1016/j.neubiorev.2018.11.014

Simacek, J., Pennington, B., & Reichle, J., & Parker-McGowan, Q. (2017). Aided AAC for people with severe to profound and multiple disabilities: A systematic review of interventions and treatment intensity. Advances in Neurodevelopmental Disorders, , 100–115. http://doi.org/10.1007/s41252-017-0050-4

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Kunemund, R. L. (2018). Factors associated with teacher delivery of a classroom-based tier 2 prevention program. Prevention Science, 19(2), 186-196.

Sutherland, K. S., Farmer, T. W., Kunemund, R. L., & Sterrett, B. I. (in press). Learning, behavioral, and social difficulties within MTSS: A dynamic perspective of intervention intensification. In N. D. Young, K. Bonanno-Sotiropoulos, & T. A. Citro (Eds.)., Paving the Pathway for Educational Success: Effective Classroom Interventions for Students with Learning Disabilities. New York: Rowman & Littlefield.

Sutherland, K.S., McLeod, B. D., Conroy, M. A., Kunemund, R. L., McKnight, K. (2018). Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders.

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. S., & Posey, K. (2017). Seeking the perspectives of transition-age students with significant disabilities since 1990. Division on Autism and Developmental Disabilities Online Journal, 4(1), 47-62.

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.

Wanzek, J., Petscher, Y., Al Otaiba, S., & Donegan, R. E. (in press). Retention of reading intervention effects from fourth to fifth grade for students with reading difficulties. Reading and Writing Quarterly.

Wanzek, J., Roberts, G., Vaughn, S., Swanson, E., Sargent, K. (in press). Examining the role of pre-instruction academic performance within a text-based approach to improving student content knowledge and understanding. Exceptional Children.

Wanzek, J., Stevens, E., Williams, K., Scammacca, N., Vaughn, S., & Sargent, K. (in press). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities.

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., & Ledbetter-Cho, K. (in press). Using preferred interests to increase peer social interaction in preschoolers with ASD in inclusive classroom settings. Journal of Applied Behavior Analysis.

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.

Watkins, L., O’Reilly, M., Ledbetter-Cho, K., Lang, R., Sigafoos, J., Kuhn, M., Lim, N., Gevarter, C., & Caldwell, N. (2017). A meta-analysis of school-based social interaction interventions for adolescents with autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 1-17. doi: 10.1007/s40489-017-0113-5

Werch, B., Kunemund, R., Wright, J., Conroy, M., & Sutherland, K. (2018). Teacher’s use of effective instructional practices to promote positive outcomes for young children with behavioral challenges. In P. Snyder & M. L. Hemmeter (Eds.), DEC Recommended Practices Monograph Series No. 4 Instructional Practices: Effective Strategies to Ensure Child Development and Learning. Arlington, VA: Division for Early Childhood.

Wicha, N. Y., Dickson, D.S., & Martinez-Lincoln, A. (2018). Arithmetic in the bilingual brain. In D. Berch, D. C. Geary & K. Mann Koepke (Eds.), Language and culture in mathematical cognition. Cambridge, MA: Academic Press.

Williams, K. J., Austin, C. R., & Vaughn, S. (2017). A synthesis of spelling interventions for secondary students with disabilities. The Journal of Special Education, 1-13.

The contents of this website were developed under a grant from the U.S. Department of Education, #H325H140001. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Celia Rosenquist.

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