2016

Combes, B. H., Peak, P. W., Barrio, B. L., Lindo, E. J., Hovey, K. A.*, Lim, O., et al. (2016). Updating and disseminating the Council for Learning Disabilities’ principles of ethical practice: employing a case-based framework. Intervention in School and Clinic, 1-10. doi: 10.1177/1053451216636061; h-index: 25

Crawford, L., Higgins, K. N., Huscroft-D’Angelo, J. & Hall, L. (2016). Students’ use of electronic support tools in mathematics. Educational Technology Research & Development. 64, 1163-1182. DOI 10.1007/s11423-016-9452-7

Faggella-Luby, M., Griffith, R., Silva, C., & Weinburgh, M. (2016), Assessing ELLs comprehension and science understanding using retellings. Electronic Journal of Science Education. 20(3), 150-166.

Higgins, K. N., Crawford, L., & Silvestri, K. (2016). Student perceptions of an online mathematics curriculum designed for students with learning difficulties. Social Welfare Interdisciplinary Journal, 6(2), 108-123. DOI: 10.21277/sw.v2i6.258.

Higgins, K. N., Crawford, L., Huscroft-D’Angelo, J., & Horney, M. (2016). Investigating           student use of electronic support tools and mathematical reasoning. Contemporary Educational Technology, 7(1), 1-24.

Lindo, E. J., Kleimann, K.*, Combes, B. H., & Franks, J.* (2016). Managing stress levels of parents of children with developmental disabilities: A meta-analytic review. Family Relations, 65(1), 207-224. doi: 10.1111/fare.12185; h-index: 73

Lombardi, A., Gelbar, N., Dukes, L. L., *Kowitt, J., *Wei, Y., Madaus, J. W., *Lalor, A., & Faggella-Luby, M. (2016). Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. Journal of Diversity in Higher Education, NP. http://dx.doi.org/10.1037/dhe0000027

Sanetti, L., Chafouleas, S., Berggren, M., Faggella-Luby, M., & *Byron, J. (2016). Implementing modeling and self-monitoring with DBRC in a tier 2 reading group: A pilot study of feasibility. Journal of Evidence-Based Practices for Schools. 15(1), 8-40.

Yakimowski, M., Faggella-Luby, M., *Yujin, K. & *Wei, Y. (2016). Reading achievement at the middle school years: A study investigating growth patterns by high incidence disability. Journal of Education for Students Placed at Risk. 21(2), 118-128.