Crawford, L., Freeman, B., Huscroft-D’Angelo, J., Quebec Fuentes, S., & Higgins, K. N.           (2019).  Implementation fidelity and the design of a fractions intervention. Learning Disability Quarterly. Online first at

Faggella-Luby, M., Gelbar, N., Dukes, L., Madaus, J., Lalor, A., & Lombardi, A. (2019) Learning Strategy Interventions for College Students with Disabilities: A Systematic Review of the Literature. Journal of Postsecondary Education and Disability.

Gelbar, N.W., Madaus, J. W., Dukes, L.L., Faggella-Luby, M., Volk, D.T., & Monahan, J. (2019).  Self-determination and college students with disabilities: Research trends and construct measurement.  Journal of Student Affairs Research and Practice.


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Chen, C.*, & Lindo, E. J. (2018). Culturally responsive evaluation practices: Reviewing the evidence. The DiaLog, 47(2), 9-13

Crawford, L., Quebec-Fuentes, S., Huscroft-D’Angelo, J., & Higgins, K. N. (2018). Evaluating Quantitative Reasoning Strategies for Comparing Fractions: A Tool for Teachers. Intervention in School and Clinic, 54(1), 225-234.

Fallon, L. M.*, Sanetti, L. M. H., Chafouleas, S. M., Faggella-Luby, M. N., & Briesch, A. M. (2018). Direct training to increase agreement between teachers’ and observers’ treatment integrity ratings. Assessment for Effective Intervention, 43, 196–211.


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Anderson, S., Griffith, R., & Crawford. L. (2017). TPACK in special education:  Preservice teacher decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education, 17(1). Retrieved from

Drew, S., Olinghouse, N., & Faggella-Luby, M. (2017). Framework for Disciplinary Writing in Science: Addressing Needs of Struggling Adolescent Learners. Journal of Educational Psychology, 109(7), 935-955.

Dukes, L. L. III., Madaus, J. W., Faggella-Luby, M., Lombardi, A., & Gelbar, N. (2017). PASSing College: A taxonomy for students with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 30(2), 113-129.


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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.


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Barrio, B. L.*, Lindo, E. J., Combes, B. H. & Hovey, K. A.* (2015). Ten years of response to intervention: Implications for general education teacher preparation programs. Action in Teacher Education, 37(2), 190-204, doi: 10.1080/01626620.2015.1004603

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:″>

Faggella-Luby, M., *Drew, S., & Schumaker, J. (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.

Gelbar, N., Madaus, J., Lombardi, A., Faggella-Luby, M., & Dukes, L. (2015). College students with physical disabilities: Common on campus, uncommon in the literature. Physical Disabilities: Education and Related Services. 34(2), 14-31.


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