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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

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

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

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.

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.

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. The Journal of Inclusive Education. DOI: 10.1080/13603116.2018.1511758

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. (in press). Implementation and intervention practices to facilitate communication skills in a child with complex communication needs. Journal of Early Intervention.

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., 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.

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.

Filderman, M.J., Austin, C.R., & Toste, J.R. (in press). 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.

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.

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., 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

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. (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

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.

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.

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.

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., 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., 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

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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