Publications

Joseph R. Pearson Hall

Books

Annamma, S. (in press). Constructing criminality in a carceral state: Race, gender, and disability in the school-­to‐prison pipeline. Routledge.

Annamma, S. (in press). In D. Morrison, S. Annamma, & D. Jackson (Eds.), The Spatial Search to Understand and Address Educational Inequity to Inform Praxis. Stylus.

Brown, I., Percy, M., Wehmeyer, M. L., Shogren, K. A., & Fung, A. (in press). A comprehensive guide to intellectual and developmental disabilities. (2nd ed.). Baltimore: Brookes. (Peer Reviewed)

Carta, J. J., & Miller Young, R. (in press). Multi-Tiered Systems of Support for Young Children: A Guide to RTI in Early Education. [Judith J. Carta]

Connor, D., Ferri, B., & Annamma, S. (Eds.). (2015). Disability, Culture, and Equity Series. Disability Studies & Critical Race Theory in Education. Teacher's College Press. https://books.google.com/books?hl=en&lr=&id=X1hdCwAAQBAJ&oi=fnd&pg=PT7&dq=DisCrit%E2%80%94Disability+Studies+and+Critical+Race+Theory+in+Education+&ots=jhmdo8Khya&sig=MxrhH0RXhJPghxsNz7XZCgOFMOM#v=onepage&q=DisCrit%E2%80%94Disability%20Studies%20and%20Critical%20Race%20Theory%20in%20Education&f=false https://www.tcpress.com/discrit%E2%80%94disability-studies-and-critical-race-theory-in-education-9780807756676 ISBN: 0807756679

Graham, S., Nelson, R., & Horn, E. (Eds.). (2015). Teaching Students with Special Needs. Denver: CO: Love Publishing. (Peer Reviewed , Invited)

Horn, E., Palmer, S., Butera, G., & Lieber, J. (Eds.). (2016). Six Steps to Inclusive Preschool Curriculum: A UDL-Based Framework for Children's School Success. Baltimore: Brookes Publishing Co. (Peer Reviewed, Invited)

Kincaid, D. & Weist, M. D., Garbacz, S. A., & Lane, K. L. (Eds.). (2017). Aligning and integrating family engagement in Positive Behavioral Interventions and Supports (PBIS): Concepts and strategies for families and schools in key contexts. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press.

Kozleski, E. B., & Hyland, S. (in press). Releasing the human mind: Emancipatory learning and artificial intelligence. In M. Keene, L. Dhillon, & B. Parsons, Visionary Evaluation in a Sustainable, Equitable Future. Charlotte, N.C.: Information Age Publishing.

Kozleski, E. B., & Thorius, K. K. (2014). Ability, Equity, and Culture: Sustaining inclusive urban education reform. New York: Teachers College Press. (Peer Reviewed, Accepted)

Kurth, J. A., & Gross, M. (2014). The Inclusion Toolbox: Strategies and techniques for all teachers. Thousand Oaks, CA: Corwin Press. ISBN: 9781483344157 (Peer Reviewed)

Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2015). In (Ed.), Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies. New York, NY: Guilford.

Lane, K. L., Oakes, W. P., Cantwell, E. D., & Royer, D. J. (2016). Building and installing comprehensive, integrated, three-tiered (Ci3T) models of prevention: A practical guide to supporting school success. Phoenix, AZ: KOI Education.

Leko, M. M. (2016). Word Study in the Inclusive Secondary Classroom: Supporting Struggling Readers and Students with Disabilities. New York, NY: Teachers College Press. (Peer Reviewed, Invited)

Morningstar, M. E., & Clavenna-Deane, E. (in press). The Educators Guide to Implementing Transition Planning and Services. Baltimore, MD: Paul H. Brookes.

Sailor, W. (in press). Transition in the U.S. and Western European nations. Paris, France: Organization for Economic Cooperation and Development. (Peer Reviewed)

Simpson, R. L., & McGinnis, E. (2016). Skillstreaming for children with high functioning autism and Asperger syndrome. Champaign, IL: Research Press. ISBN: 978-0-87822-683-2 (Peer Reviewed, Invited)

Simpson, R. L., & Myles, B. S. (in press). Educating children and youth with autism (third edition). (Third Edition ed.). Austin, TX: Pro-Ed Publishers. (Peer Reviewed , Invited)

Shogren, K. A., & Wehmeyer, M. L. (Eds.). (in press). PRO-ED series on Autism Spectrum Disorders: How to facilitate and support self-determination. Austin, TX: PRO-ED. (Peer Reviewed)

Thompson, J. R., Doepke, K., Holmes, A., Pratt, C., Myles, B. S., Shogren, K. A., & Wehmeyer, M. L. (in press). Person-centered planning with the Supports Intensity Scale-Adult Version: A Guide for Planning Teams. (Invited)

Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnership and trust (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. (Peer Reviewed)

Turnbull, A. P., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2016). Exceptional lives: Special education in today’s schools (8th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. (Peer Reviewed)

Wehmeyer, M. (in press). In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability. New York: Routledge. ISBN: 9781138832091 (Peer Reviewed)

Wehmeyer, M. L., & Patton, J. R. (Eds.). (in press). Handbook of international special needs education (Vols. 1-3). New York: Praeger. (Peer Reviewed)

Wehmeyer, M. L., & Patton, J. R. (Eds.). (in press). The Praeger international handbook of special education: Volume 1- The Americas and Africa. New York: Praeger. (Peer Reviewed)

Wehmeyer, M. L., & Patton, J. R. (Eds.). (in press). The Praeger international handbook of special education: Volume 2- Europe. New York: Praeger. (Peer Reviewed)

Wehmeyer, M. L., & Patton, J. R. (Eds.). (in press). The Praeger international handbook of special education: Volume 3- Asia and Oceania. New York: Praeger. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Research-based practices for educating students with intellectual disability. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., Brown, I., Percy, M., Shogren, K. A., & Fung, A. (Eds.). (in press). A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Little, T. D., & Lopez, S. J. (in press). Handbook on the development of self-determination. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Little, T. D., & Lopez, S. J. (Eds.). (in press). Development of self-determination through the life course. New York: Springer. (Peer Reviewed)

Back to the Top

Journal Publications

Algozzine, B., Choi, J. H., Horner, R., Sailor, W., McCart, A. B., Satter, A. B., & Lane, K. L. (2016). Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool. Journal of Psychoeducational Assessment, 1-21. doi:10.1177/0734282915626303 (Peer Reviewed, Accepted)

Algozzine, B., Sweeney, H. M., Choi, J. H., Horner, R., Sailor, W., McCart, A. B., Satter, A., & Lane, K. L. (2016). Development and preliminary technical adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool. Journal of Psychoeducational Assessment., 1-21. doi:10.1177/0734282915626303 (Peer Reviewed , Accepted)

Annamma, S. (in press). Mapping Consequential Geographies in the Carceral State: Education Journey Mapping as Qualitative Methodology with Girls of Color with Dis/abilities. Qualitative Inquiry. (Peer Reviewed , Accepted)

Annamma, S. (2014). Disabling juvenile justice: Engaging the stories of incarcerated young women of color with disabilities. Remedial and Special Education, 35(5), 313-324. doi:10.1177/0741932514526785 (Peer Reviewed)

Annamma, S. (2015). Innocence, ability and whiteness as property: Teacher education and the school-­to‐prison pipeline. Urban Review, 47(2), 293-316. doi:10.1007/s11256-­014-­0293-6 (Peer Reviewed)

Annamma, S. (2016). Disrupting the Carceral State Through Education Journey Mapping. International Journal of Qualitative Studies in Education, 29(9), 1-21. http://www.tandfonline.com/doi/abs/10.1080/09518398.2016.1214297 doi:http://dx.doi.org/10.1080/09518398.2016.1214297 (Peer Reviewed, Accepted)

Annamma, S., Jackson, D., & Morrison, D. (2016). Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race, Ethnicity and Education, 20(2), 147-162. http://www.tandfonline.com/doi/full/10.1080/13613324.2016.1248837 (Peer Reviewed)

Annamma, S., Morrison, D., & Jackson, D. (2014). Disproportionality fills the gaps: Connections between achievement, discipline and special education in the school-­to-prison pipeline. Berkley Review of Education, 5(1), 53-87. (Peer Reviewed)

Artiles, A. J., & Kozleski, E. B. (2016). Inclusion's promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Annuals, 24(43). doi:10.14507/epaa.24.1919 (Peer Reviewed)

Bal, A., Kozleski, E. B., Schrader, E., Rodriquez, E., & Pelton, S. (2014). Systemic transformation in school: Using learning lab to design culturally responsive schoolwide positive behavioral supports. Remedial and Special Education, 35(6), 13. (Peer Reviewed, Accepted)

Basham, J., & Smith, S. J. (in press). Measuring Alignment to the UDL Framework: An Effective Instrument. Journal of Special Education Technology. (Peer Reviewed , Accepted)

Basham, J. B., Smith, S. J., & Satter, A. M. (2016). Universal Design for Learning: Scanning for alignment in K-12 blended and fully online learning. Journal of Special Education Technology, 31, 147-155. (Peer Reviewed, Accepted)

Basham, J. D., Carter, R. A., Jr., Rice, M. F., & Ortiz, K. (2016). Emerging State Policy in Online Special Education. Journal of Special Education Leadership, 29(2), 70–78.

Basham, J. D., Hall, T. E., Carter, R. A., Jr., & Stahl, W. M. (2016). An operationalized understanding of personalized learning. Journal of Special Education Technology, 31(3), 126–136.

Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal Design for Learning: Scanning for Alignment in K–12 Blended and Fully Online Learning Materials. Journal of Special Education Technology, 31(3), 147–155.

Basham, J., & Smith, S. J. (2016). Preparing Special Educators for the K-12 Online Learning: Initial Findings. Journal of Special Education Technology, 31(3), 170-178. (Peer Reviewed, Accepted)

Bell, S. D., Smith, S. J., & Basham, J. D. (2016). Case in Point: A Statewide Blended Learning Initiative for Students with Disabilities: What Makes It Work? A Director’s Perspective. Journal of Special Education Leadership, 29(2), 113–116.

Beneke, M. R., & Cheatham, G. A. (2015). Speaking up for African-American English: Equity and inclusion in early childhood settings. Early Childhood Education Journal, 43(2), 127-134. (Peer Reviewed)

Beneke, M. R., & Cheatham, G. A. (2016). Inclusive, democratic family-professional partnerships: (Re)conceptualizing culture and language in teacher preparation. Topics in Early Childhood Special Education, 35(4), 234-244. (Peer Reviewed)

Boardman, A., Klingner, J., Buckley, P., Annamma, S., & Lasser, C. (2015). The efficacy of Collaborative Strategic Reading in middle school science and social studies classes. Reading & Writing: An Interdisciplinary Journal, 28(9), 1257-1283. (Peer Reviewed)

Brownell, M. T., Lauterbach, A., Dingle, M., Boardman, A., Urbach, J., Leko, M. M., Benedict, A., & Park, Y. (2014). Individual and contextual factors influencing special education teacher learning in literacy learning cohorts. Learning Disability Quarterly, 34, 31-44. (Peer Reviewed, Accepted)

Bruhn, A. B., Lane, K. L., & Hirsch, S. (2014). A review of tier 2 interventions conducted within multi-tiered models of prevention evidencing a primary behavioral plan. Journal of Emotional and Behavioral Disorders, 22, 171-189. doi:10.1177/1063426613476092. (Peer Reviewed, Accepted)

Brunsting, N., Sreckovic, M., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37, 681-712. (Peer Reviewed, Accepted)

Butera, G., Friesen, A., Palmer, S., Lieber, J., Horn, E. M., Hanson, M., & Czaja, C. (2014). I can figure this out!: Integrating math problem solving and critical thinking in early education curriculum. Young Children, 69(1), 22-29. (Peer Reviewed, Accepted)

Carta, J. J., Greenwood, C. R., Atwater, J., McConnell, S. R., Goldstein, H., & Kaminski, R. (2015). Identifying preschool children for higher tiers of language and early literacy instruction within a Response to Intervention framework. Journal of Early Intervention, 36(4), 281-291. (Peer Reviewed, Accepted) [Judith J. Carta]

Carter, E. W., Lane, K. L., Jenkins, A., Magill, L. M., Germer, K., & Greiner, S. (2015). Administrator views on providing self-determination instruction in elementary and secondary schools. Journal of Special Education, 49, 52-64.. doi:10.1177/0022466913502865 (Peer Reviewed)
Chapter submitted for review

Cheatham, G. A., & Hart-Barnett, J. E. (in press). Overcoming common misunderstandings about students with disabilities who are English language learners. Intervention in School and Clinic. (Peer Reviewed)

Cheatham, G. A., & Nyegenye, S. (in press). Linguistic differences with bilingual parents who are immigrants: Words for dialoguing about young children. Early Childhood Education Journal. (Peer Reviewed)

Cheatham, G. A., Jimenez-Silva, M., & Park, H. (2015). Teacher feedback to support oral language acquisition for young dual language learners. Early Child Development and Care, 185(9), 1452-1463. (Peer Reviewed)

Cheatham, G. A., Jimenez-Silva, M., Wodrich, D. L., & Kasai, M. J. (2014). Disclosure of information about English proficiency: Preservice teachers’ presumptions about English language learners. Journal of Teacher Education, 65(1), 53-62. (Peer Reviewed)

Choi, J. H., McCart, A. B., & Sailor, W. S. (2016). Improving Learning for all Students Through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement. Remedial and Special Education, 1-21. doi:10.1177/0741932516644054 (Peer Reviewed , Accepted)

Chou, Y. C., Wehemyer, M. L., Shogren, K. A., & Palmer, S. B. (in press). Autism and self-determination: Factor analysis of two measures of self-determination. Focus on Autism and Other Developmental Disabilities. doi:10.1177/1088357615611391 (Peer Reviewed)

Chou, Y., Palmer, S., Wehmeyer, M. L., & Skorupski, W. (in press). Comparison of self-determination of students with disabilities: Multivariate and discriminant function analyses. Journal of Intellectual Disability Research. (Peer Reviewed)

Chou, Y., Wehmeyer, M. L., Palmer, S., & Lee, J. H. (in press). Comparisons of self-determination among students with autism, intellectual disability, and learning disabilities: A multivariate analysis. Focus on Autism and Other Developmental Disabilities. doi:10.1177/1088357615625059 (Peer Reviewed)

Ciullo, S., Al Otaiba, S., Ortiz, M., & Lane, K. L. (2016). Advanced reading comprehension expectations in secondary schools: Considerations for students with emotional or behavioral disorders. Journal of Disabilities and Policy Studies, 27, 54-64. doi:10.1177/1044207315604365 (Peer Reviewed , Accepted)

Classen, A., & Cheatham, G. A. (2015). Systematic monitoring of young children’s social emotional competence and challenging behaviors. Young Exceptional Children, 18, 19-28. (Peer Reviewed)

Codding, R., & Lane, K. (2015). Spotlight on treatment intensity: An important and often overlooked component of intervention inquiry. Journal of Behavioral Education, 24, 1-10.. doi:10.1007/s10864-014-9210-z (Peer Reviewed , Accepted)

Cook, B. G., Carter, E. W., Cote, D., Kamman, M., McCarthy, T., Miller, T., Michelle, L., Scala, G., & Travers, J. C. (2014). Evidence-based special education in the context of scarce evidence-based practices. TEACHING Exceptional Children. (Peer Reviewed, Accepted)

Currie-Rubin, R. J., & Smith, S. J. (2014). Understanding the roles of families in virtual learning. Teaching Exceptional Children, (46), 117-126. (Peer Reviewed, Accepted)

Davies, D., Stock, S., King, L. R., Brown, B., Wehmeyer, M. L., & Shogren, K. A. (2015). An interface to support independent use of Facebook by people with intellectual disability. Intellectual and Developmental Disabilities, 53, 30-41. doi:http://dx.doi.org/10.1352/1934-9556-53.1.30 (Peer Reviewed)

Dean, E., Wolowiec-Fisher, K., Shogren, K. A., & Wehmeyer, M. L. (in press). Participation and intellectual disability: A review of the literature. Intellectual and Developmental Disabilities. (Peer Reviewed)

Dean, E., Fisher, K. W., Shogren, K. A., & Wehmeyer, M. L. (2016). Participation and intellectual disability: A review of the literature. Intellectual and Developmental Disabilities, 54, 427-429. doi:10.1352/1934-9556-54.6.427 (Peer Reviewed)

Ennis, R. P., Harris, K., Lane, K. L., & Mason, L. (2014). Lesson learned implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders, 40, 68-77.

Fisher, K. W., & Shogren, K. A. (in press). Does academic tracking impact adolescents’ access to social capital? Remedial and Special Education. (Peer Reviewed)

Fisher, K. W., & Shogren, K. A. (2016). The influence of academic track on adolescent social networks. 37, 89-100. doi:10.1177/0741932515616758 (Peer Reviewed)
forthcoming special issue

Friesen, A., Butera, G., Kang, J., Horn, E. M., Lieber, J., & Palmer, S. (2014). Collaboration and consultation in preschool to promote early literacy for children: Lesson learned from the CSS curriculum. Journal of Educational and Psychological Consultation, 24(2), 149-164. doi:10.1080/10474412.2014.903189 (Peer Reviewed, Accepted)

Fung, W., Swanson, H. L., & Orosco, M. (2014). Influence of Reading and Calculation on Children at Risk and Not At Risk for Word Problem Solving: Is Math Motivation a Mediator? Learning and Individual Differences, 36, 84-91. doi:10.1016/j.lindif.2014.10.011 (Peer Reviewed)

Gine, C., Adam, A. L., Font, J., Salvador-Bertan, F., Baques, N., Oliveria, C., Mumbardo, C., Seo, H., Shaw, L. A., Shogren, K. A., & Thompson, J. R. (in press). Examining measurement invariance and differences in age cohorts on the Supports Intensity Scale – Children’s Version – Catalan Translation. American Journal on Intellectual and Developmental Disabilities. (Peer Reviewed)

Ginevra, C., Nota, L., Soresi, S., Shogren, K. A., Wehmeyer, M. L., & Little, T. D. (2015). A cross-cultural comparison of the self-determination construct in Italian and American adolescents. International Journal of Adolescence and Youth, 20(4). (Peer Reviewed)

Goldstein, H., Greenwood, C., Kelley, E., McCune, L., Carta, J., et al. (in press). Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers. (Peer Reviewed , Accepted)

Goldstein, H., Olszewski, A., Haring, C., Greenwood, C., McCune, L., Carta, J., et al. (in press). Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers with Delays in Early Literacy Development. Journal of Speech, Language, and Hearing Research. (Peer Reviewed , Accepted)

Greenwood, C. R., Carta, J. J., S. E., G. G., K. N., A. J., & G. H. (in press). The effects of a tier 2 vocabulary an comprehension storybook intervention on preschool children's early learning: A replication. Elementary School Journal, 116(4), 574-599. (Peer Reviewed) [Judith J. Carta]

Greenwood, C. R., Carta, J. J., Walker, D., Watson-Thompson, J., Gilkerson, J., Larson, A., & Schnitz, A. (in press). Conceptualizing a public health prevention-intervention for bridging the 30 million word gap. Clinical Child and Family Psychology. doi:10.1007/s10567-017-0223-8 (Peer Reviewed , Invited)

Greenwood, C. R., Carta, J., Goldstein, H., Kaminski, R., McConnell, S. R., & Atwater, J. (2015). The Center on Response to Intervention in Early Childhoo (CRTIEC): Developing evidence-basedtools for a multi-tiered approach to preschool language and early literacy instruction. Journal of Early Intervention, 36(4), 246-262. (Peer Reviewed, Accepted)

Greer, D. L., Harvey, D., Burdette, P., & Basham, J. (2015). FAPE and LRE in online learning: Special education directors’ perspectives. Journal of the American Academy of Special Education Professionals, 53-71. (Peer Reviewed)

Greer, D. L., Rowland, A., & Smith, S. J. (2014). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46, 77-91. (Peer Reviewed, Accepted)

Greer, D. L., Smith, S. J., & Basham, J. D. (2014). Practitioners' perceptions of their knowledge, skills and competence in online teaching of students with and without disabilities. Journal of the American Academy of Special Education, 150-165. (Peer Reviewed, Accepted)

Greer, D. L., Smith, S. J., & Basham, J. D. (2015). Practitioners’ perceptions of their knowledge, skills, competencies in online teaching of students with and without disabilities. Journal of the American Academy of Special Education Professionals. (Peer Reviewed)

Guan, C. D., & Cheatham, G. A. (in press). Bilingual vocabulary development for dual language learners with disabilities: Two research-based approaches. Young Exceptional Children. (Peer Reviewed)

Guttentag, C. L., Landry, S. H., Baggett, K. M., Noria, C. W., Borkowski, J. G., Swank, P. R., Williams, J. M., Farris, J. R., Carta, J. C., Warren, S. F., et al. (2014). "My Baby and Me": Effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Developmental Psychology, 50, 1482-1496. (Peer Reviewed, Accepted)

Guzman-Orth, D., Grimm, R., Gerber, M., Orosco, M., Swanson, H. L., & Lussier, C. (2015). Psychometric Properties of the Working Memory Rating Scale for Spanish-speaking English Language Learners. Journal of Psychoeducational Assessment. doi:10.1177/0734282914558710 (Peer Reviewed)

Harvey, D., Greer, D., Basham, J., & Hu, B. (2014). From the student perspective: Experiences of middle and high school students in online learning. American Journal of Distance Education., 28, 14-26. (Peer Reviewed)

Harvey, E. E., & Smith, S. J. (2015). K-12 online lesson alignment to the principles of Universal Design for Learning: The Khan Academy. Open Learning, 222-242. doi:10.1080/02680513.2014.992402 (Peer Reviewed)

Hagiwara, M., Shogren, K., & Leko, M. (in press). Reviewing research on the Self-determined Learning Model of Instruction: Mapping the terrain and charting a course to promote adoption and use. Advances in Neurodevelopmental Disorders. (Peer Reviewed , Accepted)

Heo, K., Cheatham, G. A., Hemmeter, M. L., & Noh, J. (2014). Korean early childhood teachers’ perceptions of young children’s challenging behaviors. Journal of Early Intervention, 36(1), 49-69. (Peer Reviewed)

Horn, E., Kang, J., Classen, A., Butera, G., Palmer, S., Lieber, J., Friesen, A., & Mihai, A. (2016). Role of universal design for learning and differentiation in inclusive preschools. DEC Recommended Practices Series: Environment Practices, No. 2, 51-66. (Peer Reviewed, Accepted)

Israel, M., Ribuffo, C., & Smith, S. J. (2014). Universal design for learning innovation configuration: Recommendations for preservice teacher preparation and inservice professional development. Content Innovation Configuration, Collaboration for Effective Education Development, Accountability and Reform. (Peer Reviewed, Accepted)

Johnston, S., Greer, D. L., & Smith, S. J. (2014). Peer learning in K12 virtual schools. Journal of Distance Education, 28(1), 1-31. (Peer Reviewed, Accepted)

Kang, J., Horn, E. M., & Palmer, S. (2016). Influences of Family Involvement in Kindergarten Transition Activities on Children's Early School Adjustment. Early Childhood Education Journal. doi:DOI 10.1007/s10643-016-0828-4 (Peer Reviewed, Accepted)

Kelly, J. R., & Shogren, K. A. (2014). The impact of teaching self-determination skills on the on-task and off-task behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 27, 27-40. doi:10.1177/1063426612470515 (Peer Reviewed)

Kim, K. (2014). Effects of a sibling-implemented intervention focused on social interaction skills for young children with special needs. The Korean Journal of Early Childhood Special Education, 14(1), 1-29. (Peer Reviewed, Accepted)

Kim, K. H., Morningstar, M. E., & Jung, S. (2014). Preliminary study: Special education doctoral students' perceptions of self-determination. International Journal of Disability, Development and Education, 61(4), 388-402. doi:10.1080/1034912X.2014.955787 ISSN: 1034-912X (Peer Reviewed, Accepted)

Kincaid, D., Dunlap, G., Kern, L., Lane, K. L., Bambara, L., Brown, F., Fox, L., & Knoster, T. (2015). Positive behavior support: A proposal for updating and refining the definition. Journal of Positive Behavior Support.. doi:10.1177/1098300715604826 (Peer Reviewed, Accepted)

Kong, J., & Orosco, M. J. (2016). Word problem solving strategy for minority students at risk for math difficulties. Learning Disability Quarterly, 39(3), 171-181. doi:10.1177/0731948715607347 (Peer Reviewed)

Kozleski, E. B. (in press). The journey towards inclusive education: Using focus groups along the way. German Journal for Education Research. (Peer Reviewed , Accepted) [Elizabeth B. Kozleski]

Kozleski, E. B., & Handy, T. (in press). The cultural work of teacher education. Theory into Practice. (Peer Reviewed)

Kozleski, E. B. (2017). The uses of qualitative research: Powerful methods to inform evidence-based practice in education. Research & Practice for Persons with Severe Disabilities, 1-14. (Peer Reviewed)

Kozleski, E. B., & Graff, C. S. (2014). Calcifying Sorting and Segregating: Brown at 60. Multiple Voices, 14, 16. (Peer Reviewed, Accepted)

Kozleski, E. B., Yu, T., Satter, A. L., Francis, G. L., & Haines, S. J. (2015). A never ending journey: Inclusive education is a principle of Practice, not an end game. Research & Practice for Persons with Severe Disabilities, 40(2), 211-226. doi:10.1177/1540796915600717 (Peer Reviewed)

Krezmien, M., Travers, J. C., Valdivia, M., Zablocki, M., & Nunes, L. (2015). Disparate disciplinary confinement of diverse students in juvenile corrections. Advances in Learning and Behavior Disorders, 28, 273-290. (Peer Reviewed, Accepted)
Kurth, J. A. (2015). Educational placement of students with autism: Impact of state of residence. Focus on Autism and Other Developmental Disorders, 30, 249-256. doi:10.1177/1088357614547891 (Peer Reviewed, Accepted)

Kurth, J. A., & Enyart, M. (2016). Schoolwide positive behavior supports and students with severe disability: Where are we? Research and Practice for Persons with Severe Disabilities, (41), 216-222. (Peer Reviewed)

Kurth, J. A., & Foley, J. A. (2014). Reframing teacher education: Preparing teachers for inclusive education. Inclusion, 4(2), 286-300. doi:10.1352/2326-6988-2.4.286 (Peer Reviewed, Accepted)

Kurth, J. A., & Keegan, L. (2014). Development and use of curricular adaptations for students receiving special education services. Journal of Special Education, 48(3), 191-203. doi:10.1177/0022466912464782 (Peer Reviewed)

Kurth, J. A., Lyon, K. J., & Shogren, K. A. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40, 261-274. doi:10.1177/1540796915594160 (Peer Reviewed)

Kurth, J. A., Mastergeorge, A. M., & Paschall, K. A. (2016). Economic and demographic factors impacting placement of students with autism. Education and Training in Autism and Developmental Disabilities, 51, 3-12. (Peer Reviewed)

Kurth, J. A., Morningstar, M. E., & Kozleski, E. B. (2015). The Persistence of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227-239. doi:10.1177/1540796914555580 (Peer Reviewed, Accepted)

Kurth, J., Lyon, K. J., & Shogren, K. A. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40, 261-274. (Peer Reviewed)

Kurth, J., Morningstar, M. E., & Kozleski, E. B. (2014). The persistence of highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227-239. doi:10.1177/1540796914555580 (Peer Reviewed, Accepted)

Kurth, J., Morningstar, M., & Kozleski, E. B. (2014). The tyranny of low expectations: The persistence of highly restrictive special education placements. Research and Practice for Persons with Severe Disabilities, 39(3), 13. doi:10.1177/1540796914555580 (Peer Reviewed, Accepted)

Lane, K. L., & Carter, E. W. (2015). Framing the future: Visions from senior scholars committed to issues involving the education of persons for whom typical instruction is not effective. Remedial and Special Education, 36, 3-4. doi:10.1177/0741932514560026 (Peer Reviewed, Accepted)

Lane, K. L., Carter, E. W., Jenkins, A., Magill, L. M., & Germer, K. (2015). Supporting comprehensive, integrated, three-tiered models of prevention in schools: Administrators perspectives. Journal of Positive Behavior Interventions, 17, 209-222.. doi:10.1177/1098300715578916 (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., & Magill, L. (2014). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model? Preventing School Failure, 58, 143-158. (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., & Menzies, H. M. (2014). Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention: Why does my school – and district – need an integrated approach to meet students’ academic, behavioral, and social needs? Preventing School Failure, 58, 121-128. (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., Carter, E. W., & Messenger, M. (2014). Examining behavioral risk and academic performance for students transition from elementary to middle school. Journal of Positive Behavior Interventions and Support, 17, 39-49. doi:10.1177/1098300714524825. (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., Common, E. A., Zorigian, K., Brunsting, N., & Schatschneider, C. (2015). A comparison between SRSS-IE and SSiS-PSG Scores: A Look at convergent validity. Assessment and Effective Intervention, 40, 114-126.. doi:10.1177/1534508414560346 (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., Ennis, R. P., & Hirsch, S. E. (2014). Identifying students for secondary and tertiary prevention efforts: How do we determine which students have Tier 2 and Tier 3 needs? Preventing School Failure, 58, 171-182. (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., Ennis, R. P., & Royer, D. J. (2015). Additional evidence of convergent validity between SRSS-IE and SSiS-PSG scores. Behavior Disorders, 40, 213-229. (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., Menzies, H. M., Cantwell, E. D., Schatschneider, C., Crittenden, M., & Messenger, M. (2016). Student Risk Screening Scale for Internalizing and Externalizing Behaviors: Preliminary cut scores to support data-informed decision making in middle and high schools. Behavioral Disorders, 42, 271-284. (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An initial validation study. Topics in Early Childhood Special Education, 34, 234-259. doi:10.1177/0271121414542416 (Peer Reviewed)

Lane, K. L., Oakes, W. P., Powers, L., Diebold, T., Germer, K., Common, E., & Brunsting, N. (2015). Improving teachers’ knowledge of functional assessment-based interventions: Outcomes of a professional development series. Education and Treatment of Children, 38, 93-120. (Peer Reviewed, Accepted)

Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H. M., & Sanchez, J. (2015). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders, 40, 159-170.. doi:10.1177/1534508414560346 (Peer Reviewed, Accepted)

Lane, K. L., Richards-Tutor, C., Oakes, W. P., & Connor, K. (2014). Initial evidence for the reliability and validity of the student risk screening scale with elementary age English learners. Assessment and Effective Intervention, 39, 219-232. doi:10.1177/1534508413496836 (Peer Reviewed, Accepted)

Lane, K. L., Royer, D. J., Messenger, M., Common, E. A., Ennis, R. P., & Swogger, E. D. (2015). Empowering teachers with low-intensity strategies to support academic engagement: The effects of instructional choice for elementary students in inclusive settings. Education and Treatment of Children, 38, 473-504.. (Peer Reviewed, Accepted)

Lang, R., Tostanoski, A., Travers, J. C., & Todd, J. (2014). The only study investigating the rapid prompting method has serious methodological flaws but data suggest the most likely outcomes is prompt dependency. Evidence Based Communication Assessment and Intervention, 8(1), 40-48. doi:10.1080/17489539.2014.955260 (Peer Reviewed, Accepted)

Lee, S. H., Wehmeyer, M. L., & Shogren, K. A. (2015). Effect of instruction with the Self-Determined Learning Model of Instruction on students with disabilities: A meta-analysis. Education and Training in Autism and Developmental Disabilities, 50, 234-247. (Peer Reviewed)

Lee, S. H., Wehmeyer, M. L., & Shogren, K. A. (2015). The effect of instruction with the Self-Determined Learning Model of Instruction on students with disabilities: A meta-analysis. Education and Training in Autism and Developmental Disabilities, 50(2), 237-247. (Peer Reviewed)

Leko, M. (2015). To adapt or not to adapt: Navigating an implementation conundrum. TEACHNG Exceptional Children, 48, 80-85. (Peer Reviewed, Accepted) [Melinda Leko]

Leko, M. M. (2014). The value of qualitative methods in social validity research. Remedial and Special Education, 35, 275-286. (Peer Reviewed, Accepted)

 

Leko, M. M., Brownell, M. T., Sindelar, P., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82, 25-43. (Peer Reviewed, Invited)

Leko, M. M., Kiely, M. T., Brownell, M. T., Osipova, A., Dingle, M., & Mundy, C. (2015). Understanding special educators’ learning opportunities in collaborative groups: The role of discourse. Teacher Education and Special Education, 38, 138-157. (Peer Reviewed, Accepted)

Leko, M. M., Kulkarni, S., Lin, M.-C., & Smith, S. (2015). Delving deeper into the construct of preservice teachers’ beliefs about reading instruction for students with disabilities. Teacher Education and Special Education, 38, 186-206. (Peer Reviewed)

Leko, M. M., Roberts, C., & Pek, Y. (2015). A theory of secondary teachers’ adaptations when implementing a reading intervention program. Journal of Special Education, 49, 168-178. (Peer Reviewed, Accepted)

Leko, M., Handy, T., & Roberts, C. (2017). Examining the reading instructional practices of secondary special educators. Exceptionality, 25, 26-39. (Peer Reviewed, Accepted)
Manuscript in preparation

Li, Mooring, Blanchard, Johri, Leko, M., & Cameron, K. (in press). A kinetic parallel computer sculpture for educating broad audiences on parallel computation. Journal of Parallel and Distributed Computing. (Peer Reviewed , Accepted)

Marino, M. T., Becht, K., Vasquez, E. G., Gallup, J. L., Basham, J. D., & Gallegos, B. (2014). Enhancing secondary science content accessibility with video games. Teaching Exceptional Children, 47, 27-34. (Peer Reviewed)

Marino, M. T., Gotch, C. M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disabilities Quarterly. (Peer Reviewed)

Marks, S. U., Kurth, J. A., & Pirtle, J. M. (2014). Exploring the landscape of inclusion: Profiles of inclusive vs. segregated districts.  . The Journal of the International Association of Special Education, 15(2), 74-84. (Peer Reviewed)

Marks, S. U., Kurth, J. A., & Pirtle, J. M. (2014). The Effect of "Measurable and Rigorous" State Performance Goals for Addressing "FAPE within the LRE for School-Aged Students.” . Inclusion, 1(3), 209-217. doi:10.1352/2326-6988-1.3.209 (Peer Reviewed)

McCart, A. B., Sailor, W. S., Bezdek, J. M., & Slater, A. L. (2014). A framework for inclusive educational delivery systems. Inclusion, 2(4), 252-264. doi:10.1352/2326.6988.2.4.252 (Peer Reviewed, Accepted)

McMahon, S., Martinez, A., Espelage, D., Reddy, L. A., Rose, C., Lane, K., Anderman, E., Reynolds, C. R., Jones, A., & Brown, V. (2014). Violence directed against teachers: Results from a national survey: Violence directed against teachers. Psychology in the Schools [00333085], 51(7), 753-766. doi:doi: 10.1002/pits.21777 (Peer Reviewed)

Menzies, H. M., Lane, K. L., Oakes, W. P., & Ennis, R. (2015). Increasing students’ opportunities to respond: An effective, efficient low-intensity strategy for support engagement. Intervention in School and Clinic. doi:10.1177/1053451216659467 (Peer Reviewed)

Mihai, A., Friesen, A., Butera, G., Horn, E., Lieber, J., & Palmer, S. (2014). Teaching phonological awareness to all children through storybook reading. Young Exceptional Children, 17(4), 3-14. (Peer Reviewed, Accepted)

Morningstar, M. E., Allcock, H., Taub, D., Kurth, J. A., Gonsier-Gerdin, J., Ryndak, D., Sauer, J., & Jorgensen, C. (2016). TASH inclusive education national research agenda: A call to action and advocacy. Research and Practice for Persons with Severe Disabilities, 41, 227-243. doi:10.1177/1540796916650975 (Peer Reviewed)

Morningstar, M. E., Kurth, J. A., & Johnson, P. E. (2015). Examining the past decade of education settings for students with significant disabilities. Remedial and Special Education. (Peer Reviewed)

Morningstar, M. E., Lee, H., Lattin, D. L., & Murray, A. K. (2015). An evaluation of the technical adequacy of a revised measure of quality indicators of transition. Career Development and Transition for Exceptional Individuals. doi:10.1177/2165143415589925 (Peer Reviewed, Accepted)

Morningstar, M. E., Lombardi, A., Fowler, C. H., & Test, D. W. (2015). A College and Career Readiness Framework for Secondary Students with Disabilities. Career Development and Transition for Exceptional Individuals, 13. doi:10.1177/2165143415589926 (Peer Reviewed, Accepted)

Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 40(3), 192-210. doi:10.1177/1540796915594158 (Peer Reviewed)

Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 50, 234-247. (Peer Reviewed)

Morningstar, M. E., Trainor, A. A., & Murray, A. K. (2015). Examining outcomes associated with adult life engagement for youth adults with high incidence disabilities. Journal of Vocational Rehabilitation, 43(3), 195-208. doi:10.3233/JVR-150769 (Peer Reviewed, Accepted)

Mulcahy, C., Krezmien, M., & Travers, J. C. (2015). A methodological review of mathematics interventions for secondary students with emotional and behavioral disorders. Remedial and Special Education, 16. doi:10.1177/0741932515579275 (Peer Reviewed)

Mumbardó-Adam, C., Guàrdia-Olmos, J., Adam-Alcocer, A. L., Carbó-Carreté, M., Balcells-Balcells, A., Giné, C., & Shogren, K. A. (in press). Self-determination, intellectual disability classification, and context: A meta-analytic study. Intellectual and Developmental Disabilities.. (Peer Reviewed)

Mumbardó-Adam, C., Shogren, K. A., Guàrdia-Olmos, J., & Giné, C. (in press). Contextual predictors of self-determined actions in students with and without intellectual disability. Psychology in the Schools. (Peer Reviewed)

Mundy, C., & Leko, M. M. (2015). Uncovering and informing pre-service teachers’ beliefs about poverty. Networks, 17, 1-10. (Peer Reviewed, Accepted)

Niemiec, R. M., Shogren, K. A., & Wehmeyer, M. L. (in press). Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology. Education and Training in Autism and Developmental Disabilities. (Peer Reviewed)

Nittrouer, C. L., Shogren, K. A., & Pickens, J. (2016). Using a collaborative process to develop goals and self-management interventions to support young adults with disabilities in the workplace. Rehabilitation, Research, Policy and Education, 30, 110-128. doi:10.1891/2168-6653.30.2.110 (Peer Reviewed)

Oakes, W. P., Lane, K. L., & Ennis, R. E. (2016). Systematic screening at the elementary level: Considerations for exploring and installing universal behavior screening. Journal of Applied School Psychology, 23, 214-233. doi:10.1080/15377903.2016.1165325 (Peer Reviewed, Accepted)

Oakes, W. P., Lane, K. L., & Germer, K. (2014). Developing the capacity to implement Tier 2 and Tier 3 supports: How do we support our faculty and staff in preparing for sustainability? Preventing School Failure, 58, 183-190. (Peer Reviewed, Accepted)

Oakes, W. P., Lane, K. L., Cox, M., & Messenger, M. (2014). Logistics of behavior screenings: How and why do we conduct behavior screenings at our school? Preventing School Failure, 58, 129-142. (Peer Reviewed, Accepted)

Olson, A. J., Leko, M. M., & Roberts, C. A. (2016). Providing students with significant disabilities access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 41, 143-157. (Peer Reviewed)

Olson, A., Roberts, C., & Leko, M. M. (2015). Teacher, student, and peer-directed strategies to access the general education curriculum for students with Autism. Intervention in School & Clinic, 51, 37-44. (Peer Reviewed, Accepted)

Orosco, M. (2014). A Math Intervention for 3rd Grade Latino English language learners at Risk for Math Disabilities. Exceptionality, 22(4), 205-225. doi:10.1080/09362835.2013.865535 (Peer Reviewed)

Orosco, M. (2014). A word problem strategy for Latino English language learners at risk for math disabilities. Learning Disability Quarterly, 37(1), 45-53. doi:10.1177/0731948713504206 (Peer Reviewed)

Orosco, M. J. (2016). Measuring elementary student’s mathematics motivation: A validity study. International Journal of Science and Mathematics Education. doi:10.1007/s10763-015-9632-7 (Peer Reviewed)

Orosco, M., & O'Connor, R. E. (2014). Culturally responsive instruction for English language learners with learning disabilities. Journal of Learning Disabilities, 47(6), 515-531. doi:0.1177/0022219413476553 (Peer Reviewed)

Palmer, A. N., Elliot, W., & Cheatham, G. A. (in press). Effects of extracurricular activities on postsecondary completion for students with disabilities. Journal of Educational Research. (Peer Reviewed)

Petcu, S. D., Van Horn, M. L., & Shogren, K. A. (in press). Self-determination and the enrollment in and completion of postsecondary education for students with disabilities. Career Development and Transition for Exceptional Individuals. (Peer Reviewed)

Plotner, A. J., Shogren, K. A., Shaw, L. A., VanHorn Stinnett, C., & Seo, H. (in press). Centers for Independent Living and secondary transition collaboration: Characteristics for enhanced service delivery. Disability and Rehabilitation. (Peer Reviewed)

Prasuhn, F. C., Harvey, D., Greer, D., Basham, J., Hu, B., Jaggars, S. S., Seo, K. K.-J., Engelhard, C., Howard, B. B., McClannon, T. W., & others. (2014). Going from Strength to Strength Michael Grahame Moore Articles Credit Hours with No Set Time: A Study of Credit Policies in Asynchronous Online Education. THE AMERICAN JOURNAL OF DISTANCE EDUCATION, 28(1).
Published online before print on August 6, 2012

Prater, M.-A., Correa, V., McHatton, P., & Robinson, S. (in press). Must Reads for Special Education Teachers. Teacher Education in Special Education. (Peer Reviewed , Accepted)

Radeky, J., Carta, J. J., & Bair-Merritt, M. (2016). The 30 Million Word-Gap: Relevance for Pediatrics. JAMA Pediatrics. doi:10.1001/jamapediatrics.2016.1486 (Peer Reviewed, Accepted)

Ro, Y. E., Cheatham, G. A., & Choi, J. H. (2016). Indeterminate futures and language acquisition practices among temporary and permanent immigrant families. NABE Journal of Research & Practice. (Peer Reviewed)

Rock, M., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M., et al. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39, 98-120. (Peer Reviewed, Invited)

Rose, C. A., Espelage, D. L., Monda-Amaya, L. E., Shogren, K. A., & Aragon, S. R. (2015). Bullying and middle school students with specific learning disabilities: An examination of belonging and social supports. Journal of Learning Disabilities, 48(3), 239-254. (Peer Reviewed)

Ryndak, D. L., Taub, D., Jorgensen, C. M., Gonsier-Gerdin, J., Arndt, K., Morningstar, M. E., et al. (2014). Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities, 39(1), 65-74. doi:10.1177/1540796914533942 (Peer Reviewed, Invited)

Saatcioglu, A., Skrtic, T. M., & DeLuca, T. A. (2016). The use of test accommodations as a gaming strategy: A state-level exploration of potential gaming tendencies in the 2007-2009 period and implications for re-directing research on gaming through test accommodations. Teachers College Record, 118(14). (Peer Reviewed)

Sailor, W. (2014). Advances in schoolwide inclusive school reform. Remedial and Special Education, 1-6. (Peer Reviewed, Accepted)

Sailor, W. (2014). SWIFT Center Technical Assistance Brief #2. (Peer Reviewed)

Sailor, W. (2016). Equity as a Basis for Inclusive Educational Systems Change. Australasian Journal of Special Education, 1-39. (Peer Reviewed, Accepted)

Sailor, W., & McCart, A. (2014). Stars in Alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. (Peer Reviewed, Accepted)

Schatschneider, C., Lane, K. L., Oakes, W., & Kalberg, J. (2014). The Student Risk Screening Scale: Exploring dimensionality and differential item functioning. Educational Assessment Journal, 19. doi:10.1080/10627197.2014.934608 (Peer Reviewed)

Seo, H., Little, T. D., Shogren, K. A., & Lang, K. M. (2016). On the benefits of latent variable modeling for norming scales: The case of the Supports Intensity Scale – Children’s Version. International Journal of Behavioral Development, 40(4), 373-384. (Peer Reviewed)

Seo, H., Shaw, L., Shogren, K. A., Lang, K. M., & Little, T. D. (in press). The benefits of latent variable modeling to develop norms for a translated version of a standardized scale. International Journal of Behavioral Development. (Peer Reviewed)

Seo, H., Shogren, K. A., Wehmeyer, M. L., Little, T. D., & Palmer, S. B. (in press). The impact of medical/behavioral support needs on the supports needed by adolescents with intellectual disability to participate in community life. American Journal on Intellectual and Developmental Disabilities. (Peer Reviewed)

Seo, H., Shogren, K. A., Little, T. D., Thompson, J. R., & Wehmeyer, M. L. (2016). Construct Validation of the Supports Intensity Scale - Children and Adult Versions: An Application of a Pseudo Multitrait-Multimethod Approach. American Journal of Intellectual and Developmental Disabilities, 121(6), 550-563. doi:10.1352/1944-7558-121.6.550 (Peer Reviewed)

Seo, H., Shogren, K., Wehmeyer, M., Hughes, C., Thompson, J., Little, T., & Palmer, S. (2016). Exploring shared measurement properties and score comparability between two versions of the Supports Intensity Scale. Career Development and Transition for Exceptional Individuals, 39(4), 216-226. doi:10.1177/2165143415583499 (Peer Reviewed)

Seo, H., Wehmeyer, M. L., & Palmer, S. B. (2014). The effects of the Self-Determined Learning Model of Instruction on academic performance of students with high-incidence disabilities. The Journal of Special Education: Theory and Practice, (Korea), 15(1), 305-330. (Peer Reviewed)

Seo, H., Wehmeyer, M. L., Palmer, S. B., & Little, T. D. (2015). A two-group confirmatory factor analysis of The Arc’s Self-Determination Scale with students with emotional/behavioral disabilities or learning disabilities. Journal of Emotional and Behavioral Disorders, 23(1), 17-27. (Peer Reviewed)

Seong, Y., Wehmeyer, M. L., Palmer, S. B., & Little, T. (2015). Effects of the Self-Directed Individualized Education Program on self-determination and transition of adolescents with disabilities. Career Development and Transition for Exceptional Individuals, 38(3), 132-141. (Peer Reviewed)

Seong, Y., Wehmeyer, M. L., Palmer, S. B., & Little, T. D. (2015). A multiple-group confirmatory factor analysis of self-determination between groups of adolescents with intellectual disability or learning disabilities. Assessment for Effective Intervention, 40(3), 166-175. (Peer Reviewed)

Shogren, K. A., & Shaw, L. A. (in press). The impact of personal factors on self-determination and early adulthood outcome constructs in youth with disabilities. Journal of Disability Policy Studies. (Peer Reviewed)

Shogren, K. A., Dean, E., Griffin, C., Steveley, J., Sickles, R., Wehmeyer, M. L., & Palmer, S. B. (in press). Promoting change in employment supports: Impacts of a community-based change model. Journal of Vocational Rehabilitation. (Peer Reviewed)

Shogren, K. A., Forber-Pratt, A. J., Nittrouer, C. L., & Aragon, S. R. (in press). The emergence of a human services cooperative to support families and young adults with disabilities: Implications for disability services and supports. Research and Practice for Persons with Severe Disabilities. (Peer Reviewed)

Shogren, K. A., Garnier Villarreal, M., Lang, K., & Seo, H. (in press). The mediating role of autonomy, psychological empowerment, and self-realization in explaining the relationship between school-based factors and postschool outcomes. Exceptional Children. (Peer Reviewed)

Shogren, K. A., Lee, J., & Panko, P. (in press). Examining the relationship between autonomy, psychological empowerment, and self-realization and postschool outcomes. The Journal of Special Education. (Peer Reviewed)

Shogren, K. A., Shaw, L. A., & Little, T. D. (in press). Measuring the early adulthood outcomes of young adults with disabilities: Developing constructs using NLTS2 data. Exceptionality, 45-61. doi:10.1080/09362835.2015.1064416 (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., & Lane, K. L. (in press). Embedding interventions to promote self-determination within multi-tiered systems of supports. Exceptionality. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Lassman, H., & Forber-Pratt, A. J. (in press). Supported decision-making: A synthesis of the literature to guide assessment and intervention development. Education and Training in Autism and Developmental Disabilities. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Little, T. D., Forber-Pratt, A. J., Palmer, S. B., & Seo, H. (in press). Preliminary validity and reliability of scores on the Self-Determination Inventory: Student Report version. Career Development and Transition for Exceptional Individuals. doi:10.1177/2165143415594335 (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Seo, H., Thompson, J. R., Schalock, R. L., Hughes, C., Little, T. D., & Palmer, S. B. (in press). Examining the reliability and validity of the Supports Intensity Scale – Children’s version in children with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities. doi:10.1177/1088357615625060 (Peer Reviewed)

Shogren, K. A., & Garnier-Villarreal, M. (2015). Developing student, family, and school constructs from NTLS2 Data. Journal of Special Education, 49, 80-103. doi:10.1177/0022466913513336 (Peer Reviewed)

Shogren, K. A., & Shaw, L. A. (2016). The role of self-determination in predicting early adulthood outcomes for youth with disabilities. Remedial and Special Education, 37(1), 55-62. (Peer Reviewed)

Shogren, K. A., & Turnbull, H. R. (2014). Core concepts of disability policy, United Nations Convention on the Rights of Persons with Disabilities, and public policy and research in the field of intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities, 11, 19-26. doi:10.1111/jppi.12065 (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (2014). Using the core concepts framework to understand policy, practice, and research related to the three generations of inclusive practices. Inclusion, 2(3), 237-247. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (2015). A framework for research and intervention design in supported decision-making. Inclusion, 3, 17-23. doi:10.1352/2326-6988-3.1.17 (Peer Reviewed)

Shogren, K. A., Abery, B., Antosh, A., Broussard, R., Coppens, B., Finn, C., Goodman, A., Harris, C., Knapp, J., Martinis, J., Neeman, A., Nelis, T., & Wehmeyer, M. L. (2015). Recommendations of the Self-Determination and Self-Advocacy Strand from the National Goals 2015 Conference. Inclusion, 3(4), 205-210. (Peer Reviewed)

Shogren, K. A., Forber-Pratt, A. J., Nittrouer, C. L., & Aragon, S. R. (2014). The emergence of a human services cooperative to support families and young adults with disabilities: Implications for disability services and supports. Research and Practice for Persons with Severe Disabilities, (38), 259-273. doi:10.1177/154079691303800405 (Peer Reviewed)

Shogren, K. A., Garnier-Villarreal, M., Dowsett, C., & Little, T. D. (2016). Exploring student, family, and school predictors of self-determination using NLTS2 data. Career Development and Transition for Exceptional Individuals, 39(1), 23-33. (Peer Reviewed)

Shogren, K. A., Gross, J. M.S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., Blue-Banning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research and Practice for Persons with Severe Disabilities, 40, 243-260. (Peer Reviewed)

Shogren, K. A., Kennedy, W., Dowsett, C., & Little, T. D. (2014). Autonomy, psychological empowerment, and self-realization: Exploring data on self-determination from NLTS2. Exceptional Children, 80(2), 221-235. (Peer Reviewed)

Shogren, K. A., Kennedy, W., Dowsett, C., Garnier-Villarreal, M., & Little, T. D. (2014). Exploring essential characteristics of self-determination for diverse students using data from NLTS2. Career Development and Transition for Exceptional Individuals, (37), 168-176. doi:10.1177/2165143413486927 (Peer Reviewed)

Shogren, K. A., Luckasson, R., & Schalock, R. L. (2014). The definition of context and its application in the field of intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, (11), 109-116. doi:10.1111/jppi.12077 (Peer Reviewed)

Shogren, K. A., Luckasson, R., & Schalock, R. L. (2015). Using context as an integrative framework to align policy goals, supports, and outcomes in intellectual disability. Intellectual and Developmental Disabilities, 53, 367-376. doi:10.1352/1934-9556-53.5.367 (Peer Reviewed)

Shogren, K. A., McCart, A., Lyon, K. J., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40, 173-191. doi:10.1177/1540796915586191 (Peer Reviewed)

Shogren, K. A., Plotner, A. J., Palmer, S. B., Wehmeyer, M. L., & Paek, Y. (2014). Impact of the Self-Determined Learning Model of Instruction on teacher perceptions of student capacity and opportunity for self-determination. Education and Training in Autism and Developmental Disabilities, (49), 440-448. (Peer Reviewed)

Shogren, K. A., Seo, H. J., Wehmeyer, M. L., Thompson, J. R., & Little, T. (2016). Impact of the Protection and Advocacy subscale on the factorial validity of the Supports Intensity Scale-Adult Version. American Journal on Intellectual and Developmental Disabilities, 121(1), 48-64. doi:10.1352/1944-7558-121.1.48 (Peer Reviewed)

Shogren, K. A., Seo, H., Wehmeyer, M. L., Palmer, S. B., Thompson, J. R., Hughes, C., & Little, T. D. (2015). Support needs of children with intellectual and developmental disabilities: Age-related implications for assessment. Psychology in the Schools, 52, 874-891. doi:10.1002/pits.21863 (Peer Reviewed)

Shogren, K. A., Shaw, L. A., & Little, T. D. (2016). Measuring the early adulthood outcomes of young adults with disabilities: Developing constructs using NLTS2 data. Exceptionality, 24(1), 45-61. doi:10.1080/09362835.2015.1064416 (Peer Reviewed)

Shogren, K. A., Thompson, J. R., Wehmeyer, M. L., Chapman, T., Tasse, M. J., & McLaughlin, C. A. (2014). Reliability and validity of the Supplemental Protection and Advocacy Scale of the Supports Intensity Scale. Inclusion., (2), 100-109. doi:10.1352/2326-6988-2.2.100 (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., & Lane, K. L. (2016). Embedding interventions to promote self-determination within multi-tiered systems of supports. Exceptionality, 24(4), 213-244. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A., Little, T. J., & Lopez, S. J. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities., 50, 251-263. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. Journal of Special Education, (48), 256-267. doi:10.1177/0022466913489733 (Peer Reviewed)

Shogren, K., Gotto, G. S., Wehmeyer, M., Shaw, L., Seo, H., Palmer, S., Snyder, M. J., & Barton, K. (2016). The impact of the Self-Determined Career Development Model on self-determination outcomes. Journal of Vocational Rehabilitation, 45, 337-350. (Peer Reviewed)

Shogren, K., McCart, A., Lyons, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173-191. (Peer Reviewed)

Simões, C., Santos, S., Biscaia, R., & Thompson, J. R. (2016). Understanding the relationship between Quality of Life, Adaptive Behavior, and Support Needs. Journal of Developmental and Physical Disabilities, 28, 849-870. doi:10.1007/s10882-016-9514-0 (Peer Reviewed)

Simpson, R. (in press). Issues, trends and scientifically-based practices for learners with Asperger disorder. ABA Newsletter. (Peer Reviewed)

Simpson, R. L. (2014). Asperger Syndrome. Encyclopedia of special education, 1(4), 215-220. (Peer Reviewed, Invited)

Simpson, R. L., & Travers, J. C. (2015). Peer assisted AAC roles in support of communication and social skill development of learners with autism: unconvincing and insufficient preliminary findings. Evidence-Based Communication Assessment and Intervention. doi:10.1080/17489539.2014.1001550. (Peer Reviewed, Invited) [Richard L. Simpson]

Simpson, R. L., & Travers, J. C. (2015). Peer assisted AAC roles in support of communication and social skill development of learners with autism: unconvincing and insufficient preliminary findings. Evidence Based Communication Assessment and Intervention, 131-141. (Peer Reviewed, Accepted)

Sinclair, J., Wagner Bromley, K., Shogren, K. A., Murray, C., Unruh, d., & Harn, B. (in press). Motivation and self-determination: A curriculum analysis. Career Development and Transition for Exceptional Individuals. (Peer Reviewed)

Siuty, M., Leko, M., & Knackstedt, K. (in press). Unraveling the role of curriculum in teacher decision-making. Teacher Education and Special Education. (Peer Reviewed , Accepted)

Skiba, R. J., Artiles, A. J., Kozleski, E. B., Losen, D. J., & Harry, E. G. (2016). Risks and consequences of oversimplifying educational inequities: A response to Morgan et al.(2015). Educational Researcher, 45(3), 221-225. (Peer Reviewed)

Smith, S. J., Burdette, P., & Pace, J. (in press). Parent’s role in online learning: A paradigm shift. (Peer Reviewed , Accepted)

Smith, S. J., & Basham, J. B. (2016). K-12 online learning: Leadership considerations for the 21st century classroom. Journal of Special Education Leadership, 29, 67-69.

Smith, S. J., & Basham, J. D. (2014). Designing online learning opportunities for students with disabilities. Teaching Exceptional Children, (46), 127-137. ISBN: 10.1177/0040059914530102 (Peer Reviewed, Accepted)

Smith, S. J., & Harvey, D. (2015). K-12 online lesson alignment to the principles of universal design for learning: The Khan Academy. Published in - Open Learning: The Journal of Open, Distance and e-Learning. (Peer Reviewed, Accepted)

Smith, S. J., & Kennedy, M. (2014). Technology and teacher education. Handbook of Research on Special Education Teacher Preparation, 178-193. (Peer Reviewed, Accepted)

Smith, S. J., Basham, J., Rice, M. F., & Carter, R. A., Jr. (2016). Preparing Special Educators for the K–12 Online Learning Environment: A Survey of Teacher Educators. Journal of Special Education Technology, 31(3), 170–178.

Smith, S. J., Burdette, S. J., Cheatham, G. A., & Harvey, S. P. (2016). Parental role and support for online learning of students with disabilities: A paradigm shift. Journal of Special Education Leadership. (Peer Reviewed)

Smith, S., & Basham, J. D. (2014). Designing online learning opportunities for students with disabilities. Teaching Exceptional Children, 1-11. (Peer Reviewed)

Splett, J. W., Rabborn, A., Lane, K. L., Binney, A., & Chafouleas, S. M. (in press). Examining the factor structure of the BESS Teacher Form: A district-level replication study. Psychological Assessment.. (Peer Reviewed , Accepted)

Sreckovic, M., Common, E. A., Knowles, M., & Lane, K. L. (2014). A Review of Self-Regulated Strategy Development for Writing for Students with EBD. Journal of Emotional and Behavior Disorders, 39, 56-77. (Peer Reviewed, Accepted)

Swanson, H. L., Orosco, M. J., & Kudo, M. F. (in press). Do Specific Classroom Reading Activities Predict English Language Learners’ Later Reading Achievement? Reading & Writing Quarterly: Overcoming Learning Difficulties. doi:10.1080/10573569.2016.1145563 (Peer Reviewed , Accepted)

Swanson, H. L., Orosco, M., & Kudo, M. (in press). Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children with and without Reading Disabilities? doi:10.1177/0022219415618499 (Peer Reviewed)

Swanson, H. L., Lussier, C. M., & Orosco, M. (2015). Cognitive strategies, working memory and growth in word problem solving in children with math difficulties. Journal of Learning Disabilities. doi:10.1177 0022219413498771 (Peer Reviewed)

Swanson, H. L., Orosco, M., & Lussier, C. M. (2014). The effects of strategy instruction for children with serious problem-solving difficulties. Exceptional Children, 80(2), 149-168. doi:10.1177/001440291408000202 (Peer Reviewed)

Swanson, H. L., Orosco, M., & Lussier, C. M. (2015). Growth in literacy, cognition, and working memory in English language learners. Journal of Experimental Child Psychology, 132, 155-188. (Peer Reviewed)

Thompson, J. R. (2014). Introduction to the Special Issue on Supports. Inclusion, 2, 85. doi:10.1352/2326-6988-2.2.85 (Peer Reviewed)

Thompson, J. R., Schalock, R. L., Agosta, J., Teninty, L., & Fortune, J. (2014). How the supports paradigm is transforming the developmental disabilities service system. Inclusion, 2, 86-99. doi:10.1352/2326-6988-2.2.86 (Peer Reviewed)

Thompson, J. R., Shogren, K. A., Seo, H., Wehmeyer, M. L., & Lang, K. M. (2016). Creating a SIS-A Annual Review Protocol to determine the need for reassessment. Intellectual and Developmental Disabilities, 54(3), 217-228. doi:10.1352/1934-9556-54.3.217 (Peer Reviewed)

Thompson, J. R., Wehmeyer, M. L., Hughes, C. A., Shogren, K. A., Palmer, S. B., & Seo, H. (2014). The Supports Intensity Scale–Children’s Version: Preliminary reliability and validity. Inclusion., (2), 140-149. doi:10.1352/2326-6988-2.2.140 (Peer Reviewed)

Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Palmer, S. B., & Seo, H. (2014). The Supports Intensity Scale – Children’s Version. Inclusion, 2, 140-149. doi:10.1352/2326-6988-2.2.140 (Peer Reviewed)

Tincani, M., & Travers, J. C. (in press). Publishing single-case experimental research studies that do not demonstrate experimental control. Remedial and Special Education. (Peer Reviewed , Accepted)

Trainor, A. A., Morningstar, M. E., & Murray, A. K. (2015). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disabilities Quarterly. doi:10.1177/0731948715607348 (Peer Reviewed, Accepted)

Trainor, A., & Leko, M. M. (2014). Special Issue: Qualitative special education research: Rigor, purpose, and contribution. Remedial and Special Education, 35, 263-266. (Accepted)

Travers, J. C. (2016). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 9. doi:10.1177/1053451216659466 (Peer Reviewed, Accepted)

Travers, J. C., & Ayers, K. (2015). A Critique of Presuming Competence of Learners with Autism or Other Developmental Disabilities. Education & Training in Autism and Developmental Disabilities, 50(4), 371-387. (Peer Reviewed)

Travers, J. C., & Fefer, S. (2015). Effects of Shared Active Surface Technology on the Verbal and Communicative Behavior of Two Children with Autism. FOCUS on Autism and Other Developmental Disorders. doi:10.1177/1088357615611390 (Peer Reviewed)

Travers, J. C., Cook, B., Therrien, W. J., & Coyne, M. (2016). Replication research and special education. Remedial and Special Education, 195-204. doi:10.1177/0741932516648462 (Peer Reviewed)

Travers, J. C., Krezmien, M., Mulcahy, C., & Tincani, M. (2014). Racial Disparity in Administrative Autism Identification Across the United States During 2000 and 2007. Journal of Special Education, 48(3), 155-166. doi:10.1177/0022466912454014 (Peer Reviewed)

Travers, J. C., Tincani, M., & Lang, R. (2015). Facilitated communication denies people with disabilities their voice. Research and Practice in Severe Disabilities, 39(3), 189-194. (Peer Reviewed, Accepted)

Travers, J. C., Tincani, M., Thompson, J., & Simpson, R. L. (2016). Picture exchange communication system and facilitated communication: Contrasting an evidence-based practice with a discredited method. Advances in Learning and Behavior Disorders, 29, 85-110. (Peer Reviewed, Invited)

Travers, J. C., Tincani, M., Whitby, P., & Boutot, E. Amanda. (2014). Sexuality education for persons with severe disabilities: A self-determination philosophical approach. Education and Training in Autism and Developmental Disabilities, 49, 232-247. (Peer Reviewed, Accepted)

Verdugo, M. A., Arias, B., Guillen, V. M., Seo, H., Shogren, K. A., Shaw, L. A., & Thompson, J. R. (2016). Examining age-related differences in support needs on the Supports Intensity Scale – Children’s Version – Spanish Translation. International Journal of Clinical and Health Psychology, 16(3), 306-314. doi:10.1016/j.ijchp.2016.06.002 (Peer Reviewed)

Verdugo, M. A., Vicente, E., Fernandez-Pulido, R., Gomez-Vela, M., Wehmeyer, M. L., & Guillen, V. M. (2015). A psychometric evaluation of ARC-INICO Self-Determination Assessment Scale for adolescents with intellectual disabilities. International Journal of Clinical and Health Psychology, 15(2), 149-159. (Peer Reviewed)

Waitoller, F. W., & Kozleski, E. B. (2015). No stone left unturned: Exploring the convergence of new capitalism in inclusive education in the U.S. Education Policy Analysis Annuals, 23(18). http://epaa.asu.edu/ojs/article/view/1779 (Peer Reviewed)

Waitoller, F., Kozleski, E. B., & Gonzalez, T. (2016). Professional Inquiry for inclusive education: Learning across and within institutional and professional boundaries. School Effectiveness and School Improvement, (27), 62-79. doi:10.1080/09243453.2014.908929 (Peer Reviewed)

Walker, V. L., DeSpain, S. N., Thompson, J. R., & Hughes, C. (2014). Assessment and planning in K-12 schools: A social-ecological approach. Inclusion, 2. doi:10.1352/2326-6988-2.2.125 (Peer Reviewed)

Wehmeyer, M. L. (2014). La autodeterminacion: Un concepto para guiar la intervencion (Self-determination: A concept to guide intervention). El Cisne: Discapacidad-Educacion-Rehabilitacion, 24(292), 8-11.

Wehmeyer, M. L. (2014). Las expectativas son ahora mejores que nunca [Expectations are now better than ever!]. Revista de Educacion de FEVAS, (9), 19-21.

Wehmeyer, M. L. (2014). Positively influencing: Lou Brown and the education of students with severe disabilities. Special Education Perspectives, 23(1), 57-59.

Wehmeyer, M. L. (2014). Self-determination, positive psychology, and disability. Czlowiek – Niepelnosprawnosc – Spoleczenstwo (Man-Disability-Society), 26(4), 7-17. (Peer Reviewed)

Wehmeyer, M. L. (2014). Self-determination: A family affair. Family Relations, (63), 178-184. (Peer Reviewed)

Wehmeyer, M. L. (2014). The Normalization Principal in a contemporary world. Czlowiek – Niepelnosprawnosc – Spoleczenstwo (Man-Disability-Society), 23(1), 111-112.

Wehmeyer, M. L. (2015). Framing for the future: Self-determination. Remedial and Special Education, 36(1), 20-23. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2014). Editors’ note. Inclusion, 2(3), 155.

Wehmeyer, M. L., & Shogren, K. A. (in press). Autonomy-supportive interventions: Promoting self-determined learning. International Journal of Psycho-Educational Sciences. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Toste, J., & Mahal, S. (in press). Self-Determined learning to motivate struggling learners in reading and writing. Intervention in School and Clinic. (Peer Reviewed)

West, B., Travers, J. C., Kemper, T., Liberty, L. M., Cote, D., McCollow, M., & Stansberry  Brusnahan, L. (2016). Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with autism spectrum disorder. Journal of Special Education, 50(3), 151-163. (Peer Reviewed)

White, J., Kurth, J. A., McCord, J., & Stonemeier, J. (2015). TASH inclusive education town hall: Access to communication and high quality instruction in the least restrictive environment. TASH Connections, 41, 6-12. (Peer Reviewed)

Wood, B. K., Oakes, W. P., Fettig, A., & Lane, K. L. (2015). A review of the evidence base of functional assessment-based interventions for young students using one systematic approach. Behavior Disorders, 40, 230-250. (Peer Reviewed, Accepted)

Zosky, D. L., Winfrey-Avant, D., & Thompson, J. R. (2014). Social Work and Special Education students’ attributions of poverty: A leadership opportunity for school social workers. School Social Work Journal, 38(2), 77-97. (Peer Reviewed)

Back to the Top

Book Chapters

Annamma, S. (2015). Disrupting the School-­to-­Prison Pipeline through Disability Critical Race Theory. In L. Drakeford (Ed.), The Race Controversy in American Education. Praeger. (Peer Reviewed)

Annamma, S. (2015). We can’t breathe: The impacts of police brutality on women of color. In K. Fasching-Varner & N. D. Hartlep (Eds.), The Assault on Communities of Color: Exploring the Realities of Race-Based Violence (pp. 95-98). ISBN: 978-1475819731 (Invited)

Annamma, S. A. (2014). It was just like a piece of gum: Intersectionality and criminalization of young women of color with disabilities in the school to prison pipeline. In D. J. Connor, J. W. Valle, & C. Hale (Eds.), Practicing Disability Studies in Education, Acting Toward Social Change. New York: Teachers College Press. (Peer Reviewed)

Annamma, S. (in press). Cartographies of Inequity. In The Spatial Search to Understand and Address Educational Inequity to Inform Praxis. (Peer Reviewed , Accepted)

Artiles, A. J., & Kozleski, E. B. (2014). Educación inclusiva en el siglo XXI: Notas para un programa de investigación histórico cultural. In M. C. Cardona & E. Chiner (Eds.), Investigación e innovación educativa en comunidades diversas y plurals (pp. 55-70). Madrid: Editorial EOS. (Peer Reviewed, Accepted)

Ayres, K., Travers, J. C., Sheply, S. B., & Cagliani, R. (in press). Video based instruction for learners with autism. In J. B. Leaf, Handbook of social skills and autism spectrum disorder: Assessment, curricula, and intervention.. New York, NY: Springer.

Bartz, J., Kurth, J. A., & Wangeman, M. (2015). Facilitating supports and services for individuals with low-incidence disabilities. In E. A. West (Ed.), Including Learners with Low-Incidence Disabilities: International Perspectives on Inclusive Education. England: Emerald. doi:10.1108/S1479-3636201140000005005 (Peer Reviewed , Invited)

Brown, I., Radford, J. P., & Wehmeyer, M. L. (in press). Historical overview of intellectual and developmental disabilities. In I. Brown, M. Percy, K. A. Shogren, & A. Fung & M. L. Wehmeyer (Ed.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Brown, I., Wehmeyer, M. L., & Shogren, K. A. (in press). What is meant by the terms intellectual and developmental disabilities? In A. Fung & M. L. Wehmeyer, I. Brown, M. Percy, & K. A. Shogren (Eds.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Brown, I., Wehmeyer, M. L., Webb, K., & Seabrooks-Blackmore, J. (in press). The transition from school to adult life. In I. Brown, M. Percy, K. A. Shogren, & A. Fung & M. L. Wehmeyer (Ed.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Brownell, M., & Leko, M. M. (2014). Preparing special educators to teach literacy. In P. Sindelar, E. McCray, M. T. Brownwell, & B. Lignugaris-Kraft (Eds.), Handbook of Research on Special Education Teacher Preparation. New York: Routledge. (Invited)

Butera, G., Horn, E., Lieber, J., & Palmer, S. (2016). Understanding Science, Technology, Engineering, Arts, and Math (STEAM) within Early Childhood Special Education. In B. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of Early Childhood Special Education. Springer. (Invited)

Carta, J. (2015). Children Should Be Identified and Receive Special Education in Early Childhood. In B. Bateman, M. Tankersley, & J. Lloyd (Eds.), Enduring Issues  in Special Education: Personal Perspectives. Routledge. (Invited)

Carta, J. J., McElhattan, T., & Guerrero, G. (2016). The Application of Response to Intervention to Young Children with Identified Disabilities. In B. Reichow, B. Boyd, E. E. Barton, & S. A. Odom (Eds.), Handbook of Early Childhood Special Education (pp. 163-178). Springer. (Invited)

Carta, J. J., et al. (2015). Advances in multi-tiered systems of support for prekindergarten children: Lessons learned from 5 years of research and development from the Center for Response to Intervention in Early Childhood. In M. K. Burns & A. M. VanderHeyden & S. R. Jimeserson (Ed.), The Handbook of Response to Intervention:  The science and practice of multi-tiered systems of support (2nd Ed.) (2nd ed., pp. 587-606). (Invited)

Carter, R. A., Basham, J. D., & Rice, M. F. (2016). Helping special education teachers’ transition to online learning. In K. Graziano & S. Bryans-Bongey, Online education: Issues, methods, and best practices for K-12 educators. Information Today, Inc..

Edwards, R., Sailor, W., & Brown, L. (2015). We Must Evolve: Challenges in the 21st Century. In M. Agran, F. Spooner, K. Gee, & B. Trader (Eds.), TASH 40 Years Progressive Leadership. (Invited) [Wayne Sailor]

Giangreco, M. L., Dymond, S. K., & Shogren, K. A. (2016). Educating students with severe disabilities: Foundational concepts and practices. In F. Brown, J. McDonnell, & M. E. Snell (Eds.), Instruction of students with severe disabilities (8th ed., pp. 1-26). Upper Saddle River, NJ: Merrill/Prentice Hall. (Peer Reviewed)

Kauffman, J. M., Anastasiou, D., Badar, J., Travers, J. C., & Wiley, A. L. (2016). Inclusive education moving forward. In J. P. Bakken, F. E. Obiakor, & A. Rotatori (Eds.), Advances in special education: General and special education in an age of change (Vol. Vol. 31b - General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved, pp. 153-178). Bingley, UK: Emerald. doi:10.1108/S0270-401320160000032010 (Invited)

Klingner, J. K., Moore, B., Davidson, A., Boelé, A. L., Boardman, A. G., Figueroa, R., Annamma, S. A., & Sager, N. (2015). Cultural and linguistic diversity in special education. In J. W. Lloyd, B. Bateman, & M. Tankersley (Eds.), Enduring Issues in Special Education: Personal Perspectives. Routledge. (Peer Reviewed, Accepted)

Kozleski, E. B. (2016). Reifying Categories: Measurement in search of understanding. In D. Connor, B. Ferri, & S. Annamma, DisCrit: Critical Conversations across Race, Class & Dis/ability (pp. 101-116). New York: Teachers College Press.

Kozleski, E. B. (2014). Preparing teachers for inclusive education: Tales from the United States. In S. Halimi & E. Guichard (Eds.), Education inclusive:  Formation à inventer. Paris, France: UNESCO. (Peer Reviewed, Accepted)

Kozleski, E. B., & Artiles, A. (2015). Mediating systemic change in educational systems through sociocultural methods. In P. Smeyers, K. U. Leuven, D. Bridges, N. Burbules, & M. Griffiths (Eds.), International Handbook of Interpretation in educational research methods (pp. 805-822). New York: Springer.

Kozleski, E. B., & Artiles, A. J. (2014). Beyond psychological views of student learning in system reform agendas. In E. Kozleski & K. K. Thorius (Eds.), Ability, Equity, and Culture: The Search for the Holy Grail in Urban Education Reform (pp. 63-79). New York, NY: Teachers College Press.

Kozleski, E. B., & Siuty, M. B. (2015). Inclusive education: Teacher education through an equity lens. In G. Biewer, E. T. Bohn, & S. Schutz, Inclusive Padogogik in deer Sekundarstufe (pp. 149-163). Stuttgart, Germany: Kohlhammer Publisher.

Kozleski, E. B., & Thorius, K. K. (2014). Introduction. In Ability, equity, and culture:  Sustaining inclusive urban education reform (pp. 3-10). New York: Teachers College Press. (Peer Reviewed, Accepted)

Kozleski, E. B., & Thorius, K. K. (2014). Making Policy Stick: Distributed Networks of Reform. In E. B. Kozleski & K. K. Thorius (Eds.), Disability, Equity, and Culture Series. Ability, Equity, and Culture:  Sustaining Inclusive Urban Education Reform (pp. 217-240). New York: Teachers College Press. https://www.tcpress.com/ability-equity-and-culture-9780807754924(Peer Reviewed)

Kozleski, E. B., Artiles, A. J., & Skrtic, T. M. (2014). Getting to high quality instruction and support in high need and culturally diverse inclusive schools. In J. Mcleskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools:  Research and practice (pp. 19). New York: Routledge. (Peer Reviewed, Accepted)

Kozleski, E. B., Artiles, A. J., & Skrtic, T. M. (2014). What are high quality instruction and support in high need culturally diverse schools? In J. McLeskey, et al. (Eds.), Handbook of Effective Inclusive Schools: Research and Practice. New York: Routledge.

Kozleski, E. B., Artiles, A. J., & Waitoller, F. (2014). Equity in inclusive education: A cultural historical comparative perspective. In L. Florian (Ed.), The handbook of special education (pp. 18). New York: Sage Publications. (Peer Reviewed, Accepted)

Kozleski, E. B., Artiles, A. J., McCrae, E., & Lacy, L. (2014). Equity challenges in the accountability age: Demographic representation and distribution in the teacher workforce. In P. Sindelar, E. McCray, M. Brownell, & B. Lignugaris/Kraft (Eds.), Handbook on Research in Teacher Education (pp. 14). New York: Routledge.

Kozleski, E. B., Artiles, A., & Waitoller, F. (2014). Translating inclusive education: Equity concerns. In L. Florian (Ed.), The Handbook of Special Education (pp. 231-249). New York: Sage Publications.

Kozleski, E. B., Thorius, K. K., & Smith, A. (2014). Theorizing Systemic Reform in Urban Schools. In E. B. Kozleski & K. K. Thorius (Eds.), Ability, Equity, and Culture: The Search for the Holy Grail in Urban Education Reform (pp. 11-35). New York: Teachers College Press.

Kozleski, E. B. (in press). System-wide leadership for culturally responsive education. In J. C., B. B., & M. L. Boscardin, Handbook of leadership and administration for special education.

Krezmien, M. P., Camacho, K., & Travers, J. C. (in press). Methodological reviews in school counseling. In J. Carey, B. Harris, O. Aluede, & S. M. Lee, International handbook for policy research on school-based counseling.. New York, NY: Springer.

Lane, K. L., & Menzies, H. M. (2015). Classroom management in inclusive settings. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 205-219.). Taylor and Francis. (Peer Reviewed)

Lane, K. L., & Walker, H. M. (2015). The connection between assessment and intervention: How does screening lead to better interventions? In B. Bateman, M. Tankersley, & J. Lloyd (Eds.), Enduring issues in special education: Personal perspectives. (pp. 283-301). New York, NY: Routledge. (Peer Reviewed, Invited)

Lane, K. L., Menzies, H. M., Oakes, W. P., Zorigian, K., & Germer, K. A. (2014). Professional development in EBD: What is most effective in supporting teachers. In P. Garner, J. Kauffman, & J. Elliott (Eds.), The Handbook of Emotional & Behavioural Difficulties (2nd ed., Vol. 24, pp. 251–293). Thousand Oakes, CA: Sage. (Peer Reviewed)

Lane, K. L., Oakes, W. P., & Butler, C. E. (2017). Tiered models of behavioral and instructional support. In C. Kamei-Hannan & M. C. Holbrook & T. McCarthy (Eds.), Foundations of education (3rd Edition). Volume I: History and theory of teaching children and youths with visual impairments. (pp. 185-198). New York, NY: American Foundation for the Blind. (Peer Reviewed)

Lane, K. L., Oakes, W. P., Menzies, H. M., & Germer, K. (2014). Increasing instructional efficacy: A focus on teacher variables. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention (pp. 300-315). New York, NY: Routledge. (Peer Reviewed)

Lane, K. L., Oakes, W. P., Menzies, H. M., & Germer, K. A. (2014). Screening and identification approaches for detecting students at-risk. In H. Walker & M. Gresham (Eds.), A Handbook evidence-based practices for addressing school-related behavior disorders. (pp. 129-151). New York: Guilford Press. (Peer Reviewed, Invited)

Leko, M. M., & Roberts, C. A. (2014). Improving teacher practice in inclusive schools: The role of professional development. In J. McLeskey, N. Waldron, F. Spooner, & B. Algozinne (Eds.), The Handbook of Research and Practice for Effective Inclusive Schools. New York: Routledge. (Invited)

Mitchiner, M. M., McCart, A., Kozleski, E. B., Sweeney, H., & Sailor, W. (2014). Emerging trends and future directions in effective, inclusive elementary schools for students with extensive support needs. In J. McLeskey, N. Waldron, F. Spooner, & B. Algozzine, Handbook of Research and Practice for Effective Inclusive Schools.

Mitchiner, M., McCart, A., Kozleski, E. B., Weeney, H., & Sailor, W. (2014). Emerging trends and future directions in effective, inclusive elementary schools for students with extensive support needs. In J. Mcleskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools:  Research and practice. New York: Routledge. (Peer Reviewed, Accepted)

Morningstar, M. E. (2015). Transition to adulthood for youth with severe and multiple disabilities. In Educating Students with Severe and Multiple Disabilities: A Collaborative Approach (5th ed). Baltimore: MD: Brookes. (Invited)

Morningstar, M. E. (2014). Cultural sensitivity during transition planning. In C. R. Reynolds, K. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals (4th ed., Vol. 4, pp. 726-728). Hoboken, NJ: Wiley & Sons, Inc.. ISBN: 978-0-470-94941-2

Morningstar, M. E., & Clavenna-Deane, E. (2014). Preparing secondary special educators and transition specialists. In M. T. Brownell & B. Lignugaris & P. T. Sindelar & E. D. McCray (Eds.), Handbook of research on special education teacher preparation. Florence, KY: Routledge. (Peer Reviewed, Invited)

Morningstar, M. E., Kurth, J., Wehmeyer, M. L., & Shogren, K. A. (2017). High quality educational programs for students with intellectual disability in high school. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 432-449). New York: Routledge. (Peer Reviewed)

Morningstar, M. E., Kurth, J., Wehmeyer, M. L., & Shogren, K. A. (2017). High quality educational programs for students with intellectual disability in high school. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 432-449). New York: Routledge. (Peer Reviewed)

Morningstar, M. E. (in press). Employment for Individuals with Intellectual Disabilities. In The SAGE Encyclopedia of Intellectual and Developmental Disorders. Thousand Oaks, CA: SAGE Publications. (Invited)

Morningstar, M. E., Kurth, J. A., Wehmeyer, M. L., & Shogren, K. A. (in press). High quality educational programs for students with intellectual disability in high school. In M. L. Wehmeyer & K. A. Shogren, Research-based Practices for Educating Students with Intellectual Disability. Routledge. ISBN: 9781138832091 (Invited)

Mundschenk, N., & Simpson, R. (2014). Defining emotional/behavioral disorders: The quest for affirmation. In P. Garner, J. Kauffman, & J. Ellliott, Handbook of Emotional and Behavioural Difficulties (2nd Edition). Oaks, CA: Sage. (Peer Reviewed, Invited) [R Simpson]

Nittrouer, C. L., Pickens, J. L., & Shogren, K. A. (2015). Employment supports that promote job attainment, maintenance, and advancement for people with intellectual and developmental disabilities. In Way leads on to way: Paths to employment for people with intellectual disability (pp. 165-182). Washington, DC: American Association on Intellectual and Developmental Disabilities.

Odom, S. L., & Lane, K. L. (2014). The applied science of special education: Quantitative approaches, the questions they address, and how they inform practice. In L. Florian (Ed.), The SAGE Handbook of Special Education (2nd ed., Vol. 1, pp. 369-388). Los Angeles, CA: SAGE. (Peer Reviewed)

Orosco, M. J. (2016). Distinguishing between language acquisition and learning disabilities among English language learners: background information (Chapter 1). In L. M. Baca & J. K. Klingner & J. J. Hoover (Ed.), Why Do English Learners Struggle with Reading?: Distinguishing Language Acquisition From Learning Disabilities.. (Peer Reviewed, Invited)

Palmer, S. B., Wehmeyer, M. L., & Shogren, K. A. (in press). The development of self-determination in childhood. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez (Eds.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Parmenter, T. R., & Thompson, J. R. (in press). Trends and issues in Intellectual and Developmental Disabilities. In M. L. Wehmeyer, I. Brown, M. Percy, K. A. Shogren, & M. Fung (Eds.), A Comprehensive Guide to Intellectual and Developmental disabilities. Baltimore, MD: Brookes.

Satter, A., Wolf, N., & Sailor, W. (2015). Taking PBIS into the future. In J. Anderson, R. L. DePry, & F. Brown (Eds.), Individual positive behavior supports:  A standards-based guide to practices in school and community-based settings.. (Peer Reviewed, Accepted)

Shogren, K. A. (2016). Self-determination and self-advocacy. In Research, practice, and policy in intellectual and developmental disabilities. Washington, DC: American Association on Intellectual and Developmental Disabilities. ISBN: 978-0-9965068-1-6 (Peer Reviewed)

Shogren, K. A. (2015). Positive psychology and disability: A historical analysis. In M. L. Wehmeyer (Ed.), The Oxford handbook of positive psychology and disability. New York: Oxford University Press. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (2017). Implications of strengths-based models of disability for the education of students with intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 50-60). New York: Routledge. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (2015). Including students with intellectual disability and autism in secondary schools. In G. Biewer, E. Böhm, & S. Schütz (Eds.), Inclusive education in secondary schools. Stuttgart, Germany: Kohlhammer. ISBN: 978-3-17-029727-2

Shogren, K. A., & Wehmeyer, M. L. (2015). Self-determination and inclusive education for students with intellectual disability. In E. L. Brown, R. G. Craven, & G. McLean (Series Eds.) & R. G. Craven, A. Morin, P. Parker, & D. Tracey (Vol. Eds.), International advances in education: Global initiatives for equity and social justice, Volume 9. Inclusive education for students with intellectual disabilities. Charlotte, NC: Information Age Publishing.

Shogren, K. A., & Wehmeyer, M. L. (2017). Self-determination and goal attainment. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 255-273). New York: Routledge. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., & Thompson, J. R. (2017). Person-centered and student-directed planning. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 167-182). New York: Routledge. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., & Thompson, J. R. (2017). Person-centered and student-directed planning. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 167-182). New York: Routledge. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Lane, K. L., & Quirk, C. (2017). Multitiered systems of support. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 185-198). New York, NY: Routledge. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Lane, K. L., & Quirk, C. (2017). Multi-tiered systems of supports. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 185-198). New York: Routledge. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Lane, K. L., & Quirk, C. (2017). Multi-tiered systems of supports. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 185-198). New York: Routledge. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Schalock, R. L., & Thompson, J. R. (2017). Reframing educational supports for students with intellectual disability through strengths-based approaches. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 17-30). New York: Routledge. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Schalock, R. L., & Thompson, J. R. (2017). Reframing educational supports for students with intellectual disability through strengths-based approaches. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 17-30). New York: Routledge. (Peer Reviewed)

Shogren, K., & Wehmeyer, M. L. (2015). Self-determination and inclusive education for students with intellectual disability. In R. Craven, A. Morin, P. Parker, & D. Tracey (Eds.), Inclusive Education for Students with Intellectual Disabilities (pp. 189-210). Charlotte, NC: Information Age Publishing. (Peer Reviewed)

Shogren, K. A. (in press). Giftedness. In S. J. Lopez (Ed.), The Encyclopedia of Positive Psychology. New York: Wiley-Blackwell Publishing.

Shogren, K. A. (in press). The Americans with Disabilities Act of 1990. In S. J. Lopez (Ed.), The Encyclopedia of Positive Psychology (2nd ed.). New York: Wiley-Blackwell Publishing.

Shogren, K. A., & Forber-Pratt, A. J. (in press). Intellectual disability. In Y. Bui & E. Meyen, Exceptional children in today’s schools: What teachers need to know.. Denver, CO: Love Publishing. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). Culture and self-determination. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course.. New York: Springer. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). Goal setting and attainment. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). How to facilitate and support self-determination. In R. L. Simpson (Series Ed.), How to series on autism spectrum disorders. Austin, TX: Pro-ED. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). Preference and choice expression. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez (Eds.), The Development of Self-Determination Across the Life Course.. New York: Springer. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). Problem solving. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). Causal agency theory. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). Culture and self-determination. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., & Wehmeyer, M. L. (in press). Goal setting and attainment. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., Little, T. D., & Wehmeyer, M. L. (in press). Human agentic theories and the development of self-determination. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., Singh, N. N., Niemiec, R. M., & Wehmeyer, M. L. (in press). Character strengths and mindfulness. In M. L. Wehmeyer (Ed.), Oxford handbook of positive psychology and disability.. Oxford, UK: Oxford University Press. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., & Khamsi, S. (in press). Self-initiation and planning. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., & Palmer, S. B. (in press). Causal agency theory. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez (Eds.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Schalock, R. L., & Thompson, J. R. (in press). Reframing educational supports for students with intellectual disability through strengths-based approaches. In M. L. Wehmeyer & K. A. Shogren (Eds.), Research-based Practices for Educating Students with Intellectual Disability.

Skrtic, T. M. (2014). Institutionalized injustice: Construction and use of disability in schools. In J. Bueno, K. Munakata, & D. Chiozzini (Eds.), School as an Object of Study: School, Inequalities and Diversity (pp. 173-210). Araraquara, Sao Paulo, Brazil: Junqueira and Marin Editores.

Thoma, C. A., Browder, D., Lemons, C., Thurlow, M., Morningstar, M., Agran, M., Goode, T., Carlson, D., Lowery, A., Scott, L., Terpstra, J., Thompson, J., Johnson, D., & Cain, I. (2016). National goals for educating students with intellectual disability. In K. Lane, National Goals for Research, Policy, and Practice for Intellectual Disability. Washington, DC: American Association of Intellectual and Developmental Disabilities.

Thompson, J. R., & DeSpain, S. N. (2016). Community support needs. In N. N. Singh (Ed.), Clinical Handbook of Evidence-based Practices for Individuals with Intellectual Disabilities. New York, NY: Springer.

Thompson, J. R., Shogren, K. A., & Wehmeyer, M. L. (2017). Supports and support needs in strengths-based models of intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 31-49). New York: Routledge. (Peer Reviewed)

Thompson, J. R., Shogren, K. A., & Wehmeyer, M. L. (2017). Supports and support needs in strengths-based models of intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 31-49). New York: Routledge. (Peer Reviewed)

Thompson, J. R., Hughes, C., Walker, V., & DeSpain, S. N. (in press). Measuring support needs and supports planning. In M. L. Wehmeyer & K. A. Shogren (Eds.), Research-based Practices for Educating Students with Intellectual Disability.

Thompson, J. R., Wehmeyer, M. L., & Shogren, K. A. (in press). Supports and support needs in functional and strengths-based models of intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Research-based Practices for Educating Students with Intellectual Disability.

Thompson, J. R., Wehmeyer, M. L., Shogren, K. A., & Seo, H. (in press). The supports paradigm and intellectual and developmental disabilities. In Handbook of Positive Psychology in Intellectual and Developmental Disabilities: Translating Research Into Practice..

Travers, J. C., & Nunes, L. (2016). Antecedent-based strategies for students with autism. In E. A. Boutot (Ed.), Autism Spectrum Disorders: Foundations, Characteristics, and Effective Strategies (2nd ed.). Prentice Hall. (Invited)

Travers, J. C., & Whitby, P. J. S. (2014). Sexuality and relationships. In M. Tincani & A. Bondy (Eds.), Adults with Autism Spectrum Disorder: Evidence-Based and Promising Practices. New York, NY: Guliford Press. ISBN: 9781462517176 (Peer Reviewed)

Travers, J. C., Ayers, K., Simpson, R. L., & Crutchfield, S. (2016). Fad, pseudoscientific, and controversial interventions. In R. Lang, T. Hancock, & N. Singh (Eds.), Early Intervention for Young Children with Autism Spectrum Disorder. (pp. 257-293). New York, NY: Springer. ISBN: ISBN 978-3-319-30925-5 (Invited)

Travers, J., Ayers, K., Simpson, R., & Crutchfield, S. (in press). Fad, controversial, and pseudoscientific interventions. In T. Hancock & N. Singh & R. Lang (Ed.), Early intervention for young children with autism spectrum disorders. New York: Springer Publications. (Peer Reviewed, Invited)

VanBuskirk, S., Simpson, R., & Zionts, P. (2014). Pre-referral intervention, assessment and placement. In P. Zionts (Ed.), Teaching disturbed and disturbing students: An integrative approach. Austin, TX: Pro-Ed. (Invited)

Waitoller, F., & Annamma, S. (in press). Taking a spatial turn in inclusive education: Seeking Justice at the Intersections of Multiple Markers of Difference. In M. Tejero-Hughes & E. Talbott (Eds.), The Handbook of Research on Diversity in Special Education. New Jersey: John Wiley & Sons, Inc.. https://www.academia.edu/16746779/Taking_a_spatial_turn_in_inclusive_education_Seeking_Justice_at_the_Intersections_of_Multiple_Markers_of_Difference (Peer Reviewed, Accepted)

Walker, H. M., Forness, S. R., & Lane, K. L. (2014). Design and management of scientific research in applied school settings. In B. Cook, M. Tankersley, & T. Landrum (Eds.), Advances in learning and behavioral disabilities (Vol. 27, pp. 141-169). Bingley, UK: Emerald. (Peer Reviewed, Accepted)

Wehmeyer, M. L. (2015). When does special education end? In B. Bateman, J. W. Lloyd, & M. Tankersley (Eds.), Enduring issues in special education (pp. 366-381). New York, NY: Routledge. (Peer Reviewed)

Wehmeyer, M. L. (2014). Disability in the 21st century: Seeking a future of equity and full participation. In D. Ryndak & M. Agran, F. Brown, C. Hughes, & C. Quirk (Eds.), Equity and full participation for individuals with severe disabilities: A vision for the future (pp. 3-23). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L. (2014). Empowerment. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research (pp. 1891-1892). Dordrecht, Netherlands: Springer. (Peer Reviewed)

Wehmeyer, M. L. (2014). Selbstbestimmung und soziale integration von kindern mit intelligenzminderungen (Self-determination and social integration of children with intellectual disability). In V. Mall, F. Voight, & N. H. Jung (Eds.), Wege zur inklusion: Fruhdiagnostik, fruhtherapie, kinliche sozialisation (Pathways to inclusion: Diagnosis, treatment, and childhood socialization) (pp. 180-195). Munich: Verlag Schmidt-Romhild. (Peer Reviewed)

Wehmeyer, M. L. (2014). Self-determination. In C. R. Reynolds, K. J. Vannest, & F. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons. (Peer Reviewed)

Wehmeyer, M. L. (2014). Self-determination and inclusive education. In J. McLeskey, N. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of Effective Inclusive Schools (pp. 425-436). New York, NY: Routledge. (Peer Reviewed)

Wehmeyer, M. L. (2014). Self-determination practices. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th Ed. ed., pp. 2357-2362). Hoboken, NJ: John Wiley & Sons. (Peer Reviewed)

Wehmeyer, M. L. (2014). Strategies to promote self-determination. In J. Anderson, R. L. DePry, & F. Brown (Eds.), Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community-Based Settings (pp. 327-340). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L. (2014). Transition services and secondary school reform. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons. (Peer Reviewed)

Wehmeyer, M. L., & Lee, S. H. (2017). Individualized Education Programs to promote access to the general education curriculum for students with intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 119-129). New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2017). Self-determination and goal attainment. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 255-273). New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2016). Positive psychology and a quality of life agenda. In R. L. Schalock & K. Keith (Eds.), Cross-cultural quality of life: Enhancing the lives of persons with intellectual disability (2nd ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities. ISBN: 978-0-9965068-4-7

Wehmeyer, M. L., & Shogren, K. A. (2016). Self-determination and choice. In N. Singh (Ed.), Clinical handbook of evidence-based practices for individuals with intellectual disabilities. New York: Springer.

Wehmeyer, M. L., & Shogren, K. A. (2016). Self-determination and learners with autism spectrum disorders. In R. L. Simpson & B. S. Myles (Eds.), Educating children and youth with autism (3rd ed.). Austin, TX: Pro-Ed. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2015). Disability and positive psychology. In J. T. Pedrotti & L. M. Edwards (Eds.), Perspectives on the intersection of multiculturalism and positive psychology (pp. 175-188). New York: Springer Science+Business Media. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2014). Disability and positive psychology. In J. T. Pedrotti & L. M. Edwards (Eds.), Perspectives on the intersection of multiculturalism and positive psychology (pp. 175-188). New York: Springer Science+Business Media.

Wehmeyer, M. L., & Shogren, K. A. (2017). Implications of strengths-based models of disability for the education of students with intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 50-60). New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2017). Self-determination for school and community. In A. Stone-MacDonald & D. Zager & D. Cihak (Eds.), Autism spectrum disorders: Identification, education, and treatment (4th ed., pp. 264-284). New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2016). Positive psychology and a quality of life agenda. In R. L. Schalock & K. D. Keith (Eds.), Cross-cultural quality of life: Enhancing the lives of persons with intellectual disability (2nd ed.). Washington, DC: American Association on Intellectual and Developemental Disabilities. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2016). Positive psychology and a quality-of-life agenda. In R. L. Schalock & K. D. Keith (Eds.), Cross-cultural quality of life: Enhancing the lives of persons with intellectual disability (2nd ed., pp. 143-148). Washington, DC: American Association on Intellectual and Developemental Disabilities. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2016). Self-Determination and choice. In N. N. Singh (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 561-584). New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2016). Self-determination and learners with autism spectrum disorders. In R. Simpson & B. S. Myles (Eds.), Educating Children and Youth with Autism: Strategies for Effective Practice (3rd ed. ed., pp. 193-212). Austin, TX: ProEd Inc.. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2014). Disability and positive psychology. In J. T. Pedrotti & L. M. Edwards (Eds.), Perspectives on the intersection of multiculturalism and positive psychology (pp. 175-188). New York: Springer Science+Business Media. (Peer Reviewed)

Wehmeyer, M. L., & Smith, J. D. (2017). Historical understandings of intellectual disability and the emergence of special education. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 3-16). New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Zager, D. (2014). Effective secondary education and transition for adolescents with autism spectrum disorders. In M. Tincani & A. Bondy (Eds.), Adults with autism spectrum disorder:  Evidence-based and promosing practices (pp. 47-68). New York, NY: Guilford Press. (Peer Reviewed)

Wehmeyer, M. L., Lee, S. H., & Shogren, K. A. (2016). Educating children with intellectual disability. In A. Carr, P. Noonan-Walsh, C. Linehan, J. McEvoy, & G. O'Reilly (Eds.), Handbook of Intellectual Disability and Clinical Psychology Practice (2nd ed.). London: Routledge.

Wehmeyer, M. L., Lee, S. H., & Shogren, K. A. (2016). Educating children with intellectual disability. In A. Carr, P. Noonan-Walsh, C. Linehan, J. McEvoy, & G. O'Reilly (Eds.), Handbook of Intellectual Disability and Clinical Psychology Practice (2nd ed., pp. 497-533). London: Routledge. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., & Little, T. (2016). Self-Determination. In S. J. Little, L. M. Edwards, & S. C. Marques (Eds.), The Oxford Handbook of Positive Psychology (3rd ed.). Oxford, UK: Oxford University Press. doi:10.1093/oxfordhb/9780199396511.001.0001 ISBN: 9780199396511 (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., & Seo, H. (2015). Promoting the self-determination and goal attainment of youth with learning disabilities and behavioral disorders. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities (pp. 173-196). London: Emerald Books. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., & Seo, H. (2015). Promoting the self-determination and goal attainment of youth with learning disabilities and behavioral disorders. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Transition of Youth and Young Adults (Advances in Learning and Behavioral Disabilities) (Vol. 28, pp. 173-196). London: Emerald Group Publishing Ltd.. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Kurth, J. A., Morningstar, M. E., Kozleski, E. B., Agran, M., Jackson, L., Jameson, J. M., McDonnell, J., & Ryndak, D. L. (2016). Including students with extensive and pervasive support needs. In J. P. Bakken & F. O., Advances in Special Education Volume 31: General and special education inclusion in an age of change (pp. 129-155). London, UK: Emerald Group Publishing.

Wehmeyer, M. L., Shogren, K. A., Kurth, J. A., Morningstar, M. E., Kozleski, E. B., Agran, M., Jackson, L., Jameson, J. M., McDonnell, J., & Ryndak, D. L. (2016). Including students with extensive and pervasive support needs. In J. P. Bakken & F. Obiakor (Eds.), Advances in Special Education Volume 31. General and special education inclusion in an age of change. London, UK: Emerald Group Publishing. ISBN: 978-1-78635-542-3

Wehmeyer, M. L., Shogren, K. A., Kurth, J. A., Morningstar, M. E., Kozleski, E. B., Agran, M., L. J., Jameson, J. M., McDonnell, J., & Ryndak, D. L. (2016). Including students with extensive and pervasive support needs. In J. P. Bakken & F. Obiakor (Eds.), Advances in Special Education Volume 31: General and special education inclusion in an age of change: Impact on students with disabilities (pp. 129-155). London, UK: Emerald Group Publishing. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Verdugo, M. A., Nota, L., Soresi, S., Lee, S. H., & Lachapelle, Y. (2014). Cognitive impairment and intellectual disability. In M. L. Wehmeyer, J. P. Bakken, S. Burkhardt, F. Obiakor, & U. Sharma (Eds.), Special education international perspectives: Biopsychosocial, cultural, and disability aspects (pp. 55-89). London, UK: Emerald Group Publishing.

Wehmeyer, M. L., Shogren, K., Verdugo, M. A., Nota, L., Soresi, S., Lee, S. H., & Lachapelle, Y. (2014). Cognitive impairment and intellectual disability. In A. F. Rotatori, J. P. Bakken, S. Burkhardt, F. Obiakor, & U. Sharma (Vol. Eds.), Advances in Special Education Volume 27: Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects (pp. 55-90). London, UK: Emerald Group Publishing. (Peer Reviewed)

Wehmeyer, M. L. (in press). Changing the place and perception: From institutions to community inclusion. In K. Gee & F. Spooner & M. Agran (Eds.), Shaping the future: TASH at 40. Baltimore, MD: TASH. (Peer Reviewed)

Wehmeyer, M. L. (in press). Intellectual disability. In R. J.R. Levesque (Ed.), Encyclopedia of Adolescence (2nd ed.). New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Access to the general education curriculum for students with significant cognitive disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Applications of the self-determination construct to disability. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez, The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Decision making. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez, The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Education for students with intellectual and developmental disabilities. In M. L. Wehmeyer, I. Brown, M. Percy, K. A. Shogren, & A. Fung (Eds.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Future trends and advances in intellectual and developmental disabilities. In M. L. Wehmeyer, I. Brown, M. Percy, K. A. Shogren, & A. Fung (Eds.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Life design and career counseling: Self-determination and autonomous motivation. In L. Nota & S. Soresi (Eds.), Counseling and coaching in times of crisis and transitions:  From research to practice.. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Self-determination and hope. In M. W. Gallagher & S. J. Lopez (Ed.), The Oxford handbook of hope. Oxford, UK: Oxford University Press. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Self-determination and social psychology. In D. S. Dunn (Ed.), Frontiers of social psychology: Positive psychology. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Self-determination and the transition to adulthood for youth and young adults with an autism spectrum disorder. In N. Gelbar (Ed.), Adolescents with Autism Spectrum Disorder. Oxford, UK: Oxford University Press. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). The development of self-determination in adolescence. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez (Eds.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Transition and transition planning for adolescents and young adults with intellectual disability. In R. M. Gargiulo & E. Bouck (Eds.), Instructional strategies for students with mild, moderate, and severe intellectual disability. New York: Sage. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Self-determination in school and community. In D. Zagar, D. Cihak, & A. K. Stone-MacDonald (Eds.), Autism spectrum disorders: Identification, education, and treatment. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Access to the general education curriculum for students with significant cognitive disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Applications of the self-determination construct to disability. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Decision making. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Education for students with intellectual and developmental disabilities. In I. Brown, M. Percy, K. A. Shogren, & A. Fung & M. L. Wehmeyer (Ed.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Future trends and advances in intellectual and developmental disabilities. In I. Brown, M. Percy, K. A. Shogren, & A. Fung & M. L. Wehmeyer (Ed.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Life design and career counseling: Self-determination and autonomous motivation. In S. Soresi & L. Nota (Ed.), Counseling and coaching in times of crisis and transitions:  From research to practice. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Self-determination and social psychology. In D. S. Dunn (Ed.), Frontiers of social psychology: Positive psychology. New York: Routledge. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Self-determination and the transition to adulthood for youth and young adults with an autism spectrum disorder. In N. Gelbar (Ed.), Adolescents with Autism Spectrum Disorder. Oxford, UK: Oxford University Press. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). The development of self-determination in adolescence. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (in press). Transition and transition planning for adolescents and young adults with intellectual disability. In E. Bouck & T. M. Gargiulo (Ed.), Instructional strategies for students with mild, moderate, and severe intellectual disability. New York: Sage. (Peer Reviewed)

Wehmeyer, M. L., & Webb, K. (in press). A comprehensive guide to intellectual and developmental disabilities. In I. Brown, M. Percy, K. A. Shogren, & A. Fung & M. L. Wehmeyer (Ed.), A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., & Little, T. (in press). Self-Determination. In S. Lopez (Ed.), The Encyclopedia of Positive Psychology (2nd ed.). New York: Wiley Blackwell. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Little, T. D., & Adams, N. (in press). Self-determination. In S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford Handbook of Positive Psychology (3rd ed.). Oxford, UK: Oxford University Press. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Little, T. D., & Lopez, S. (in press). Introduction to the self-determination construct. In T. D. Little & S. Lopez & M. L. Wehmeyer & K. A. Shogren (Eds.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Little, T. D., & Lopez, S. (in press). Human agentic theories and the development of self-determination. In K. A. Shogren, T. D. Little, & S. Lopez & M. L. Wehmeyer (Ed.), The Development of Self-Determination Across the Life Course. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Verdugo, M. A., Nota, L., Soresi, L., Lee, S. H., & Lachapelle, Y. (in press). Cognitive impairment and intellectual disability. In A. F. Rotatori, J. P. Bakken, S. Burkhardt, F. Obiakor, & U. Sharma (Eds.), Special education: An international perspective.. London, UK: Emerald Group Publishing. (Peer Reviewed)

Whitby, P. J. S., & Travers, J. C. (2014). Let’s talk about sex: Sexuality education for learners with developmental disabilities. In J. Hart & K. J. Whalon (Eds.), Friendship 101: Developing Social Skills among Children and Youth with Autism and Developmental Disabilities. ISBN: 978-0-86586-490-0

Wolery, M., & Lane, K. (2014). Writing tasks: Literature reviews, research proposals, and final reports. In D. L. Gast & J. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. pp. 50 – 84)). New York, NY: Routledge.

Zager, D., & Wehmeyer, M. L. (2017). Transition to postsecondary environments for students with autism spectrum disorders. In E. A. Boutot (Ed.), Autism spectrum disorders: Foundations, characteristics, and effective strategies (2nd ed., pp. 217-232). Boston: Pearson. (Peer Reviewed)

Zager, D., & Wehmeyer, M. L. (in press). Transition to postsecondary environments for students with autism spectrum disorders. In M. Tincani & A. Bondy (Eds.), Autism spectrum disorders: Foundations, characteristics, and effective strategies (2nd ed.). Boston, MA: Pearson. (Peer Reviewed)

Back to the Top


#1 public program in nation for special education
—U.S. News & World Report
Wayne Sailor directs KU’s largest grant, the $24.5 million SWIFT project, to develop a national center to assist schools
One of 34 U.S. public institutions in the prestigious Association of American Universities
44 nationally ranked graduate programs.
—U.S. News & World Report
Top 50 nationwide for size of library collection.
—ALA
23rd nationwide for service to veterans —"Best for Vets," Military Times
KU Today
Connect with KU Special Education

KU Special Education Facebook page KU School of Education YouTube Channel KU Special Education Twitter Feed KU School of Ed instagram icon