Publications

In-Press or Under Review

Kyzar, K.B., Haines, S.J., Turnbull, A.P., & Summers, J.A. (in press). Research-based practices for fostering trusting partnerships with families in educating students with intellectual disability. In M.L. Wehmeyer and K.A. Shogren (Eds.), Research-based practices for educating students with intellectual disability. New York: Routledge.

Kyzar, K.B., Brady, S., Summers, J.A., Haines, S.J., & Turnbull, A.P. (in press). Services and supports, partnership, and FQOL for families of children with deaf-blindness. Exceptional Children.

Young, A.J., Kyzar, K.B., Tolbert, M., & Huckaby, M.F. (in press). After school recreational activities for families of young children with Down syndrome. PALAESTRA. 

Southward, J.D., & Kyzar, K. (in press). Predictors of competitive employment for students with intellectual and/or developmental disabilities. Education and Training in Autism and Developmental Disabilities

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2016

Zuna, N., Kyzar, K., Turnbull, A.P., & Turnbull, H.R. (2016). Fostering family-professional partnerships. In F. Brown, J. McDonnell, & M. Snell (Eds.), Instruction of Students With Severe Disabilities (8th ed.) (pp. 27-54). Upper Saddle River, NJ: Pearson Education, Inc.

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2015

Crawford, L., & Huscroft-D’Angelo, J. (2015). Mission to space: Evaluating one type of informal science education. Electronic Journal of Science Education, 19(1), URL: http://ejse.southwestern.edu/issue/view/1143.

 

Faggella-Luby, M. N., Drew, S. V., & Schumaker, J. B. (2015). Not such a simple story: Contradictory evidence from a review of story structure research for students at-risk. Learning Disabilities Research & Practice, 30(2), 61-75. doi:10.1111/ldrp.12057

 

McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H. (2015). Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports. Assessment for Effective Intervention, 40, 184-191.

 

Pinkelman, S. E., McIntosh, K., Rasplica, C., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of School-wide Positive Behavioral Interventions and Supports. Behavioral Disorders, 40 (3), 171-183.

 

Sanetti, L., Chafouleas, S., Berggren, M., Faggella-Luby, M., & Byron, J. (in press). 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.

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2014

Kyzar, K.,& Summers, J.A. (2014). Students with deaf-blindness and their families: A report of service utilization and satisfaction with services. Inclusion, 2(3), 195-211. doi:10.1352/2326-6988-2.3.195

 

Kyzar, K.B., Chiu, C., Kemp, P., Aldersey, H.M., Turnbull, A.P., & Lindeman, D.P. (2014). Feasibility of an online professional development program for early intervention practitioners. Infants and Young Children, 27(2), 173-190. doi:10.1097/IYC.0000000000000007

 

Anderson, S., Griffith, R., & Crawford, L. (2014).  App-lying TPACK: Integrating iPads  into instruction for students with mild disabilities. Proceedings of the  Society for Information Technology & Teacher Education International Conference 2014 (pp. 2427-2433). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

 

Brewer, A. T., Strickland-Cohen, M.K., Dotson, W., & Williams, D.C. (2014). Advance notice for transition-related problem behavior: Practice guidelines. Behavior Analysis in Practice, 7 (2), 117-125.

 

Braungart-Rieker, J. M., Zentall, S. R., Lickenbrock, D. M., Ekas, N. V., & Oshio, T (2014), Mother and father sensitivitiy and infrants’ responses during the still-face paradigm. Journal of experimental child psychology 125, 63-84.Crawford, L. (2014). The role of assessment in a Response to Intervention model. Preventing School Failure, 58(4), 230-236.

 

Faggella-Luby, M., Lombardi, A., Lalor, A. R., & Dukes, L. I. (2014). Methodological Trends in Disability and Higher Education Research: Historical Analysis of the Journal of Postsecondary Education and Disability. Journal Of Postsecondary Education And Disability, 27(4), 357-368.

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2013

Chiu, C., Kyzar, K., Zuna, N., Turnbull, A.P., Summers, J.A., & Aya, V. (2013). Family quality of life. In M. W. Wehmeyer (Ed.), Oxford handbook of positive psychology and disability (pp. 365-392). New York, NY: Oxford University Press.

Crawford, L. (2013). Effects of an online mathematics curriculum for English language learners. Computers in the Schools, 30(3), p. 248-270.

 

Crawford, L., & Ketterlin-Geller, L. R. (2013).  Middle school teachers’ assignment of test accommodations. The  Teacher Educator, 48, 29-45.

 

Duppong-Hurley, K., Huscroft-D’Angelo, J., Tout, A., Epstein, M & Griffith, A., (2013). Assessing parenting skills and attitudes: A review of the psychometrics of parenting measures. Journal of Child and Family Studies.

 

Faggella-Luby, M., Drew, S. V., & Wei, Y. (2013). The embedded story structure routine: Providing disciplinary literacy instruction that meets the needs of all adolescent learners. In R. Boon & V. Spencer (Eds.) Reading comprehension strategies to promote adolescent literacy in the content-areas for the inclusive classroom. Baltimore, MD: Brookes Publishing Company.

 

Huscroft-D’Angelo, J. Trout, A., Duppong-Hurley, K., Thompson, R. Epstein, M. (2013). Gender differences in perceptions of aftercare supports and services. Children and Youth Services Review.

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2012

Crawford, L., Higgins, K., & Freeman, B. (2012). Exploring the use of computer based electronic support tools by students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 18(3), 135-144.

 

Crawford L., Carpenter, D. M., Wilson, M. T. Schmeister, M., & McDonald, M. (2012). Testing the relationship between fidelity of implementation and student outcomes in math. Assessment for Effective Intervention, 37(4), 224-235.

 

Faggella-Luby, M., Graner, P., Deshler, D., & Drew, S. S. (2012). Building a house on sand: Why disciplinary specific strategies are not sufficient to replace general strategies for adolescent learners who struggle with reading and writing. Topics in Language Disorders, 32(1), 69-84.

 

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2011

Hazen, N., Jacobvitz, D., Higgins, K., Allen, S., & Jin, M.  (2011).  Pathways from disorganized attachment to later social-emotional problems:  The role of gender and parent-child interactions. J. Solomon & C. George (Eds.), Disorganization of attachment and caregiving.  New York, NY:  Guilford.

 

Faggella-Luby, M., & Wardwell, M. (2011). RtI in middle school: Findings and practical implications of a tier-2 reading comprehension study. Learning Disability Quarterly. 34(1), 35-49.

 

Huscroft-D’Angelo, J., Trout, A. (2011). Comparing perceptions of aftercare supports and services across school professionals, family teachers, parents, and youth. Boys Town Data News (10), 3.

 

Ketterlin-Geller, L. R., & Crawford, L. (2011). Improving accommodations assignment: Re- conceptualizing professional development to support accommodations decision-making.  In M. Russell (Ed.), Assessing students in the margins. Information Age Publishing.

 

Madaus, J. W., Faggella-Luby, M., & Dukes, L. L. (2011). The role of non-academic factors in the academic success of college students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 17(2), 77-82.

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2010

Coyne, M., Faggella-Luby, M., Chard, D., Zipoli, R., & Ruby, M. (2010). Effective strategies for teaching reading comprehension. In M. Coyne, E. Kame’enui, & D. Carnine, (Eds.). Effective teaching strategies that accommodate diverse learners. (4th Ed.). Columbus, OH: Merrill Publishing Company.

 

Faggella-Luby, M., Flannery, K. B., & Simonsen, B. (2010). Using a school-wide model to foster successful transition to college: Providing comprehensive academic and behavioral supports to all learners. In S. Shaw, J. Madaus & L. Dukes (Eds.) Preparing students with disabilities for college: A practical guide for transition. Baltimore: Brookes Publishing Company.

 

Griffith, A., Huscroft-D’Angelo, J., Epstein, M., Singh, N., Huefner, J., & Pick, R. (2010). Psychotropic medication use for youth in residential treatment: A comparison of youth with monopharmacy versus polypharmacy. Journal of Child and Family Studies, DOI 10.1007/s10826-010-9372-9.

 

Faggella-Luby, M. & Fritschmann, N. (2010). Learning strategy instruction: Improving adolescents’ literacy skills. In A. Canter, L. Paige, & S. Shaw (Eds.) Helping children at home and school (Third Edition). Bethesda, MD: National Association of School Psychologists.

 

Stevens, K. B. (2010). [Review of the Spelling Performance Evaluation for Language and Literacy (SPELL-2)].  In R. A, Spies, J. F. Carlson, & Geisinger, K. F.  (Eds.), The eighteenth mental measurement yearbook (pp. 569-571). Lincoln, NE: Buros Institute of Mental Measurements.

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