Publications

Joseph R. Pearson Hall

Journal Articles

Ahn, S., & Simpson, R. L. (2013). Relationships between risk factors, perceptions of school membership and academic and behavioral engagement of students who attend an alternative school for behavioral and emotional challenges. Journal of Special Education Apprenticeship., 3(2), 1-15. (Peer Reviewed)

Banerjee, R., & Horn, E. M. (in press). Supporting classroom transitions between daily routines: Strategies and tips. Young Exceptional Children. (Peer Reviewed)

Basham, J. D., & Marino, M. T. (in press). Understanding STEM education and supporting students with universal design for learning. Teaching Exceptional Children, 45(4), 8-15. (Invited) (Peer Reviewed)

Bruhn, A. B., Lane, K. L., & Hirsch, S. (in press). A review of secondary interventions conducted within multi-tiered models of behavioral prevention. Journal of Emotional and Behavioral Disorders. (Peer Reviewed)

Bulgren, J. A., Graner, P. S., & Deshler, D. D. (in press). Literacy and challenges for students with learning disabilities in social studies and history. Learning Disabilities Research and Practice. (Peer Reviewed)

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

Carnahan, C., Basham, J. D., Christman, J., & Hollingshead, A. (2012). Overcoming challenges: Going mobile with your own video models. Teaching Exceptional Children, 45(2), 50-59. (Peer Reviewed)

Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disabilities. American Journal on Intellectual and Developmental Disabilities, 118, 16-31. (Peer Reviewed)

Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (in press). Self-determination among transition-age youth with autism or intellectual disability: Parent perspectives. Research and Practice for Persons with Severe Disabilities. (Peer Reviewed)

Carter, E. W., Lane, K. L., Jenkins, A., Magill, L. M., Germer, K., & Greiner, S. (in press). Administrator views on providing self-determination instruction in elementary and secondary schools. Journal of Special Education. (Peer Reviewed)

Cheatham, G. A., & Elliot, W. (in press). The effects of family college savings on post-secondary school enrollment rates of students with disabilities. Economics of Education Review. (Peer Reviewed)

Cheatham, G. A., & Jimenez-Silva, M. (2012). Partnering with immigrant Latino families during kindergarten transition: Lessons learned from a parent-teacher conference. Childhood Education, 88, 177-184. (Peer Reviewed)

Cheatham, G. A., & Ostrosky, M. M. (in press). Goal setting during Head Start parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education. (Peer Reviewed)

Cheatham, G. A., Hart, J. E., Malian, I., & McDonald, J. (2012). Six things to never say or hear during an IEP meeting: Educators as advocates for families. TEACHING Exceptional Children, 44, 50-57. (Peer Reviewed)

Chiu, C., & Turnbull, H. R. (in press). Taiwan’s national policies for children in special education: Comparison with UNCRPD, core concepts, and IDEA. Journal of Policy and Practice in Intellectual Disability. (Peer Reviewed)

Cho, H. J., Wehmeyer, M. L., & Kingston, N. (2012). The effect of social and classroom ecological factors on promoting self-determination in elementary school. Preventing School Failure, 56(1), 19-28. (Peer Reviewed)

Cho, H. J., Wehmeyer, M. L., & Kingston, N. (2013). Factors that predict elementary educators' perceptions and practice in teaching self-determination. Psychology in the Schools, 50(8), 770-780. (Peer Reviewed)

Ennis, R. P., & Lane, K. L. (in press). Story Writing. In W. G. Scarlett (Ed.), Classroom management: An A-to-Z guide. Thousand Oaks, CA: Sage Publications. (Peer Reviewed)

Ennis, R. P., Lane, K. L., & Oakes, W. P. (2012). Score reliability and validity of the Student Risk Screening Scale: A psychometrically sound, feasible tool for use in urban elementary schools. Journal of Emotional and Behavioral Disorders, 20, 241-259. (Peer Reviewed)

Eshbaugh, E., Wall, S., Carta, J., Peterson, C., Swanson, M., Luze, G., & Jeon, H. J. (in press). Low-income parents' warmth and parent-child activities for children with disabilities, suspected delays, and biological risks. Infant and Child Development. (Peer Reviewed)

Espelage, D., Anderman, E., Brown, V., Jones, A., Lane, K. L., McMahon, S. D., Reddy, L., & Reynolds, C. (2013). Understanding and preventing violence against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68, 75-87. doi:10.1037/a0031307 (Peer Reviewed)

Farmer, T. W., Hamm, J. V., Lee, D., Lane, K. L., Sutherland, K. S., Hall, C. M., & Murray, R. A. (in press). Conceptual foundations and components of a contextual intervention to promote student engagement during early adolescence: The supporting early adolescent learning and social success (SEALS) model. Journal of Educational & Psychological Consultation. (Peer Reviewed)

Farmer, T. W., Lane, K. L., Lee, D. L., & Hamm, J. V. (2012). The social functions of antisocial behavior: Considerations for school violence prevention strategies for students with disabilities. Behavioral Disorders, 37, 149-162. (Peer Reviewed)

Fisher, K. W., & Shogren, K. A. (2012). Integrating augmentative and alternative communication and peer support for students with disabilities: A social-ecological perspective. Journal of Special Education Technology, 27, 23-39. (Peer Reviewed)

Francis, G. L., Gross, J.M. S., Turnbull, A. T., & Turnbull, H. R. (in press). The Family Employment Awareness Training (FEAT): A Mixed-method Follow-up. Journal of Vocational Rehabilitation. (Peer Reviewed)

Francis, G. L., Gross, J.M. S., Turnbull, H. R., & Parent-Johnson, W. (2013). Evaluating the effectiveness of the Kansas Family Employment Awareness Training. Research and Practice for Persons with Severe Disabilities, 38(1), 1-14. (Peer Reviewed)

Friesen, A., Butera, G., Kang, J., Horn, E. M., Lieber, J., & Palmer, S. (in press). Collaboration in preschool to promote early literacy for children: Lesson learned from the CSS curriculum. Journal of Educational and Psychological Consultation. (Peer Reviewed)

Fritschmann, N. N., Schumaker, J. B., & Deshler, D. D. (2013). A review of research on inference skills and interventions for poor comprehenders and students with disabilities. Learning Disabilities a Multidisciplinary Journal, 20(3), 128-141. (Peer Reviewed)

Ganz, J. B., Davis, J., Lund, E., Goodwyn, F., & Simpson, R. L. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disabilities, 33(2), 406-418. (Peer Reviewed)

Ganz, J., Simpson, R., & Lund, E. (2012). The Picture Exchange Communication System (PECS): A promising method for improving communication skills of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 47(2), 176-186. (Peer Reviewed)

Germer, K. A., Kaplan, L. M., Giroux, L. N., Markham, E. H., Ferris, G., Oakes, W., & Lane, K. L. (2012). A function-based intervention to increase a second-grade student’s on-task behavior in a general education classroom. Beyond Behavior, 20, 19-30. (Peer Reviewed)

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

Gomez-Vela, M., Verdugo, M. A., Gonzalez-Gil, F., Badia, M., & Wehmeyer, M. L. (2012). Assessment of the self-determination of Spanish students with intellectual disability and other special educational needs. Education and Training in Autism and Developmental Disabilities, 47(1), 48-57. (Peer Reviewed)

Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. R. (in press). Is a response to intervention approach to preschool language and literacy instruction needed? Topics in Early Childhood Special Education. (Peer Reviewed)

Gross, J. M.S., Wallace, L., Blue-Banning, M., Summers, J. A., & Turnbull, A. (2012). Examining the experiences and decisions of parents/guardians: Participant directing the supports and services of adults with significant intellectual and developmental disabilities. Journal of Disability Policy.. (Peer Reviewed)

Gross, J.M. S., Blue-Banning, M., Turnbull, H. R., & Francis, G. L. (in press). Identifying and defining the activities of participant direction programs: A document analysis. Journal of Disability Policy Studies. (Peer Reviewed)

Gross, J.M. S., Blue-Banning, M., Turnbull, H. R., & Francis, G. L. (2013). Identifying and defining the structures that support participant direction programs: Policy and aid and assistance. Journal of Disability Policy Studies. (Peer Reviewed)

Harris, K. L., Lane, K. L., Graham, S., Driscoll, S., Wilson, K., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies instruction in writing: A randomized controlled study. Journal of Teacher Education, 63, 103-119. (Peer Reviewed)

Harris, K., Lane, K. L., Driscoll, S., Graham, S., Wilson, K., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Tier one teacher-implemented self-regulated strategy development for students with and without behavior challenges: A randomized controlled trial. The Elementary School Journal, 113, 160-191. (Peer Reviewed)

Hart, J. E., Cheatham, G. A., & Jimenez-Silva, M. (2012). Facilitating quality language interpretation for families of diverse students with special needs. Preventing School Failure, 56, 207-213. (Peer Reviewed)

Haydon, T., Hawkins, R., Basham, J., Denune, H., Kimener, L., & McCoy, D. (2012). A comparison of iPads and worksheets on math skills of 9th grade students with emotional disorders. Behavioral Disorders, 37(4), 232-243. (Peer Reviewed)

Horn, E. M., & Kang, J. (2012). Supporting young children with multiple disabilities: What do we know and what do we still need to learn? Topics in Early Childhood Special Education, 31, 241-248. (Peer Reviewed)

Horn, E., PhD, Palmer, S., PhD, Lieber, J., PhD, & Butera, G., PhD. (in review). Universal design for learning in preschool curriculum - What is it? Why do we need it? Young Children. Date Submitted: December 2012

Janney, D. M., Umbreit, J., Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2013). The effect of the extinction procedure in function-based intervention. Journal of Positive Behavior Interventions, 15, 113-123. doi:doi: 10.1177/1098300712441973 (Peer Reviewed) Advance online publication.

Jeon, H. J., Clawson, C., Peterson, C., Luze, G., Carta, J., & Atwater, J. (in press). Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness. Early Education and Development. (Peer Reviewed)

Kalberg, J. R., Lane, K. L., & Lambert, W. (2012). The utility of conflict resolution and social skills interventions with middle school students at risk for antisocial behavior: A methodological illustration. Remedial and Special Education, 22, 23-38. doi:doi: 10.1177/0741932510362514 (Peer Reviewed) Advance online publication.

Kang, M. J., Petr, C. G., & Morningstar, M. E. (2012). Improving the transition-to-adulthood outcomes of youths with emotional and behavioral disabilities. School Social Work Journal, 37(1), 54-74. (Peer Reviewed)

Kellems, R. O., & Morningstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 35(3), 155-167. (Peer Reviewed)

Kelly, J. R., & Shogren, K. A. (in press). 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. (Peer Reviewed)

Knight, J., Bradley, B. A., Hock, M., Skrtic, T. M., Knight, D., Brasseur-Hock, I., Clark, J., Ruggles, M., & Hatton, C. (2012). Record, replay, reflect: Videotaped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-23. (Peer Reviewed)

Kong, N., & Carta, J. (in press). Research synthesis of studies on responsive interaction intervention for children with or at risk for developmental delays. Topics in Early Childhood Special Education. (Peer Reviewed)

Kozleski, E. B., & Artiles, A. (2012). In the smelter - Leading special education in an era of systems redesign: An introduction. Journal of Special Education Leadership, 25, 3-4. (Peer Reviewed)

Kozleski, E. B., Atkinson, L., Gonzalez, T., Lacy, L., & Mruczek, C. (2013). Teacher Education in Practice: Reconciling Contexts, Practices, and Theories. European Journal of Special Needs Education. (Peer Reviewed)

Kurth, J. (in press). A unit-based approach to specific adaptations for secondary English content. Teaching Exceptional Children. (Peer Reviewed)

Kurth, J., & Keegan, L. (in press). Development and use of curricular adaptations for students receiving special education services. Journal of Special Education. (Peer Reviewed)

Kurth, J., & Mastergeorge, A. (2012). Impact of setting and instructional context for adolescents with autism. Journal of Special Education, 46(1), 36-48. (Peer Reviewed)

Kurth, J., Gross, M., Lovinger, S., & Catalano, T. (2012). Grading students with significant disabilities in inclusive settings: Teacher perspectives. The Journal of the International Association of Special Education, 13(1), 39-55. (Peer Reviewed)

Kyzar, K., Turnbull, A. P., & Summers, J. A. (2012). The relationship of family support to family outcomes: A synthesis of key findings from research on severe disability. Research & Practice for Persons with Severe Disabilities, 37(1), 1-13. (Peer Reviewed)

Lane, K. L., & Carter, E. W. (2013). Reflections on the special issue: Issues and advances in the meta-analysis of single-case research. In Remedial and Special Education (1st ed., Vol. 34, pp. 59-61).

Lane, K. L., & Fettig, A. (in press). Special Needs Learners and Classroom Management. In W. G. Scarlett (Ed.), Classroom management: An A-to-Z guide. Thousand Oaks, CA: Sage Publications. (Peer Reviewed) Encyclopedia entry submitted for publication

Lane, K. L., Capizzi, A. M., Fisher, M. H., & Ennis, R. J. (2012). Secondary prevention efforts at the middle school level: An application of the behavior education program. Education and Treatment of Children, 35, 51-90. (Peer Reviewed)

Lane, K. L., Carter, E. W., & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78, 237-251. (Peer Reviewed)

Lane, K. L., Menzies, H. M., Ennis, R. P., & Bezdek, J. (2013). School-wide systems to promote positive behaviors and faciltate instruction. Journal of Curriculum and Instruction, 7, 6-31. (Peer Reviewed)

Lane, K. L., Menzies, H. M., Oakes, W. P., Lambert, W., Cox, M. L., & Hankins, K. (2012). A Validation of the Student Risk Screening Scale for internalizing and externalizing behaviors: Patterns in rural and urban elementary schools. Behavioral Disorders, 37, 244-270. (Peer Reviewed)

Lane, K. L., Oakes, W. P., & Cox, M. (2012). Functional assessment-based interventions: A university-district partnership to promote learning and success. Beyond Behavior, 20, 3-18. (Peer Reviewed)

Lane, K. L., Oakes, W. P., Carter, E., Lambert, W., & Jenkins, A. (in press). Initial evidence for the reliability and validity of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors at the middle school level. Assessment for Effective Intervention. (Peer Reviewed)

Lane, K. L., Oakes, W. P., Ennis, R. P., Cox, M. L., Schatschneider, C., & Lambert, W. (2013). Additional evidence for the reliability and validity of the Student Risk Screening Scale at the high school level: A replication and extension. Journal of Emotional and Behavioral Disorders, 21, 97-115. (Peer Reviewed)

Lane, K. L., Oakes, W. P., Harris, P. J., Menzies, H. M., Cox, M. L., & Lambert, W. (2012). Initial evidence for the reliability and validity of the Student Risk Screening Scale for internalizing and externalizing behaviors at the elementary level. Behavioral Disorders, 37, 99-122. (Peer Reviewed)

Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29, 203-229. (Peer Reviewed)

Lane, K. L., Richards-Tutor, C., Oakes, W. P., & Connor, K. (in press). Initial evidence for the reliability and validity of the student risk screening scale with elementary age English learners. Assessment and Effective Intervention. (Peer Reviewed)

Lee, Y., Wehmeyer, M. L., Palmer, S., Williams-Diehm, K., Davies, D., & Stock, S. (2012). Examining individual and instruction-related predictors of the self-determination of students with disabilities: Multiple regression analysis. Remedial and Special Education, 33(3), 150-161. (Peer Reviewed)

Lefever, J., Bigelow, K., Carta, J., & Borkowski, J. (in press). Prediction of early engagement and completion of a home visitation parenting intervention for preventing child maltreatment. NHSA Dialog:  A Research to Practice Journal for the Early Childhood Field. (Peer Reviewed)

Marino, M. T., Israel, M., Beecher, C. C., & Basham, J. D. (2012). Students' and teachers' perceptions of using videogames to enhance science instruction. Journal of Science Education and Technology, 14. doi:DOI 10.1007/s10956-012-9421-9 (Peer Reviewed)

Marks, S., & Kurth, J. (in press). Examination of disproportionality of autism in school-aged populations in the US. The Journal of the International Association of Special Education. (Peer Reviewed)

McMahon, S., Martinez, A., Espelage, D., Reddy, L. A., Rose, C., Lane, K., Anderman, E., Reynolds, C. R., Jones, A., & Brown, V. (in press). Violence directed against teachers: Results from a national survey. Psychology in the Schools. (Peer Reviewed)

Mellard, D. F., Prewett, S., & Deshler, D. D. (2012). Strong leadership for RTI success. Principal Leadership, 12(8), 28-34. (Peer Reviewed)

Menzies, H. M., & Lane, K. L. (2012). Validity of the student risk screening scale: Evidence of predictive validity in a diverse, suburban elementary setting. Journal of Emotional and Behavioral Disorders, 20, 82-91. doi:doi: 10.1177/1063426610389613 (Peer Reviewed)

Menzies, H. M., & Lane, K. L. (in press). Special Needs Learners and Classroom Management. In W. G. Scarlett (Ed.), Classroom management: An A-to-Z Guide. Thousand Oaks, CA: Sage Publications. (Peer Reviewed)

Mitchell, B. B., Deshler, D. D., & Lenz, B. K. (2012). Examining the role of the special educator in a response to intervention model. Learning Disabilities: A Contemporary Journal, 10(2), 53-74. (Peer Reviewed)

More, C., Hart, J. E., & Cheatham, G. A. (in press). Language interpretation for diverse families: Considerations for special education teachers. Intervention in School and Clinic. (Peer Reviewed)

Morningstar, M. E., & Benitez, D. (in press). Teacher training matters: The results of a multi-state survey of secondary special educators regarding transition from school to adulthood. Teacher Education and Special Education. (Peer Reviewed)

Morningstar, M. E., Bassett, D. S., Kochhar-Bryant, C., Cashman, J., & Wehmeyer, M. L. (2012). Aligning transition services with secondary education reform: A position statement of the Division on Career Development and Transition. Career Development and Transition for Exceptional Individuals, 35(3), 132-142. (Peer Reviewed)

Morningstar, M., Bassett, D. S., Cashman, J., Kochhar-Bryant, c., & Wehmeyer, M. L. (2012). Aligning transition services with secondary education reform. Career Development and Transition for Exceptional Individuals, 35(3), 132-142. (Peer Reviewed)

Noonan, P. M., Gaumer Erickson, A., & Morningstar, M. E. (2012). Effects of community transition teams on interagency collaboration for school and adult agency staff. Career Development and Transition for Exceptional Individuals. doi:doi: 10.1177/2165143412451119 (Peer Reviewed)

Oakes, W. P., & Lane, K. L. (in press). Screening and Classroom Management. In W. G. Scarlett, Classroom management: An A-to-Z guide. Thousand Oaks, CA: Sage Publications. (Peer Reviewed)

Oakes, W. P., Lane, K. L., Cox, M., Magrane, A., Jenkins, A., & Hankins, K. (2012). Tier 2 supports to improve motivation and performance of elementary students with behavioral challenges and poor work completion. Education and Treatment of Children, 35, 547-584. (Peer Reviewed)

Oakes, W. P., Lane, K. L., Jenkins, A., & Booker, B. B. (in press). Three-tiered models of prevention: Teacher efficacy and burnout. Education and Treatment of Children. (Peer Reviewed)

Palmer, S. B., Wehmeyer, M. L., Davies, D., & Stock, S. (2012). Family members’ reports of the technology use of family members with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 56(4), 402-414. (Peer Reviewed)

Palmer, S. B., Wehmeyer, M. L., Shogren, K. A., William-Diehm, K., & Soukup, J. H. (2012). Evaluation of the Beyond High School Model on the self-determination of students with intellectual disability. Career Development for Exceptional Individuals, 35, 76-84. doi:10.1177/0885728811432165 (Peer Reviewed)

Plotner, A. J., Trach, J. S., & Shogren, K. A. (2012). Identifying a transition competency domain structure: Assisting transition planning teams to understand roles and responsibilities of community partners. Journal or Rehabilitation Research, Policy, and Education, 26, 257-272. (Peer Reviewed)

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

Seo, H. J., Wehmeyer, M. L., Palmer, S., Soukup, J. H., Williams-Diehm, K., & Shogren, K. A. (2012). Examining individual and environmental factors on levels of self-determination of students with disabilities: The relationship between self-determination and disability categories, geneder, and educational settings. The Journal of Special Education:  Theory and Practice, 13(2), 1-22. (Peer Reviewed)

Seo, H., Wehmeyer, M. L., Palmer, S. B., & Little, T. D. (in press). 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. (Peer Reviewed)

Shogren, K. A. (2012). Hispanic mothers’ perceptions of self-determination. Research and Practice for Persons with Severe Disabilities, 37, 170-184. (Peer Reviewed)

Shogren, K. A. (2013). Considering context: An integration concept for promoting outcomes in the intellectual disability field. Intellectual and Developmental Disabilities, 51, 132-137. (Peer Reviewed)

Shogren, K. A. (in press). A social-ecological analysis of the self-determination literature. Intellectual and Developmental Disabilities. (Peer Reviewed)

Shogren, K. A., & Plotner, A. J. (2012). Characteristics of transition planning for students with intellectual disability and autism: Data from the National Longitudinal Transition Study-2. Intellectual and Developmental Disabilities, 50, 16-30. doi:10.1352/1934-9556-50.1.16 (Peer Reviewed)

Shogren, K. A., & Turnbull, H. R. (in press). 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. (Peer Reviewed)

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

Shogren, K. A., Kennedy, W., Dowsett, C., Garnier-Villarreal, M., & Little, T. D. (in press). Exploring essential characteristics of self-determination for diverse students using data from NLTS2. Career Development for Exceptional Individuals. (Peer Reviewed)

Shogren, K. A., Luckasson, R., & Schalock, R. L. (in press). The definition of context and its application in the field of intellectual disability. Journal of Policy and Practice in Intellectual Disabilities. (Peer Reviewed)

Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320-330. doi:10.1177/0741932511410072 (Peer Reviewed)

Shogren, K. A., Plotner, A. J., Palmer, S. B., Wehmeyer, M. L., & Paek, Y. (in press). 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. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., & Paek, Y. (2013). Exploring personal and school environment characteristics that predict self-determination. Exceptionality, 21(3), 147-157. (Peer Reviewed)

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (in press). Relationships between self-determination and postschool outcomes for youth with disabilities. Journal of Special Education. (Peer Reviewed)

Shogren, K., & Turnbull, H. R. (in press). 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. (Peer Reviewed)

Shogren, K., Palmer, S., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33(5), 320-330. (Peer Reviewed)

Shriner, J. G., Carty, S. J., Rose, C. A., Shogren, K. A., Kim, M., & Trach, J. (in press). Using a web-based decision making tutorial: Effects on IEP quality and student outcomes. Journal of Special Education. (Peer Reviewed)

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

Simpson, R. L. (in press). Asperger Syndrome. Encyclopedia of special education. (Peer Reviewed)

Smith, J. D., & Wehmeyer, M. L. (2012). Who was Deborah Kallikak? Intellectual and Developmental Disabilities, 50(2), 169-178. (Peer Reviewed)

Tanis, E. S., Palmer, S., Wehmeyer, M. L., Davies, D., Stock, S., Lobb, K., & Bishop, B. (2012). Self-report computer-based survey of technology use by people with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 50(1), 53-68. (Peer Reviewed)

Tobin, K., & Simpson, R. (2012). Consequence maps: A novel behavior management tool for classroom application. Teaching Exceptional Children, 44(5), 68-75. (Peer Reviewed)

Trainor, A. A., Morningstar, M. E., Murray, A., & Kim, H. (in press). Social capital during the postsecondary transition for young adults with high incidence disabilities. Prevention Researcher. (Peer Reviewed)

Turnbull, H. R. (2012). “Free at last”: Kennedy, King, and the meaning of liberty in the disability rights movement. Research and Practice for Persons with Severe Disabilities, 37(2), 210-216. (Peer Reviewed)

Turnbull, H. R., & Stowe, M. J. (in press). Elaborating the AAIDD public policy framework. Intellectual and Development Disabilities. (Peer Reviewed)

Turnbull, R. (2012). Jay at Plymouth Church: Reflections on intellectual disability and spirituality in a community of faith. TASH Connections, 38(1), 11-13. (Peer Reviewed)

VanBuskirk, S., & Simpson, R. (2013). Meterological variables and behavior of learners with autism: An examination of possible relationships. Focus on Autism and Other Developmental Disabilities, 28(3), 131-137. (Peer Reviewed)

Waitoller, F., & Kozleski, E. B. (2013). Understanding and dismantling barriers for partnerships for inclusive education: A cultural historical activity theory perspective. International Journal of Whole Schooling, 23-42. (Peer Reviewed)

Waitoller, F., & Kozleski, E. B. (2013). Working in boundary practices: identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35-45. (Peer Reviewed)

Wehmeyer, M. L. (2013). Disability, disorder, and identity. Intellectual and Developmental Disabilities, 51(2), 122-126. (Peer Reviewed)

Wehmeyer, M. L. (in press). Self-determination: A family affair. Family Relations. (Peer Reviewed)

Wehmeyer, M. L., & Abery, B. (in press). Self-determination and choice. Intellectual and Developmental Disabilities. (Peer Reviewed)

Wehmeyer, M. L., & Shogren, K. A. (2013). Editors welcome to the inaugural issue of Inclusion. Inclusion, 1(1), 5-6.

Wehmeyer, M. L., Palmer, S. B., Davies, D., & Stock, S. (2012). The role of technology use by a person with intellectual or developmental disabilities as a family support. Journal of Family Studies, 16(2), 90-99. (Peer Reviewed)

Wehmeyer, M. L., Palmer, S. B., Shogren, K. A., Williams-Diehm, K., & Soukup, J. (2013). Establishing a causal relationship between interventions to promote self-determination enhanced student self-determination. Journal of Special Education, 46, 195-210. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K., Little, T. D., & Boulton, A. (2012). Impact of the Self-Determined Learning Model of Instruction on student self-determination: A randomized-trial placebo control group study. Exceptional Children, 78, 135-153. (Peer Reviewed)

Wehmeyer, M. L., Shogren, K., Palmer, S., Williams-Diehm, K., Little, T., & Boulton, A. (2012). The impact of the Self-Determined Learning Model of Instruction on student self-determination. Exceptional Children, 78(2), 135-153. (Peer Reviewed)

Wehmeyer, M. L., Tasse, M., Davies, D., & Stock, S. (2012). Support needs of adults with intellectual disability across domains: The role of technology. Journal of Special Education Technology, 27(2), 11-22. (Peer Reviewed)

Wood, B., & Lane, K. L. (in press). Functional Behavioral Assessment. In Classroom management: An A-to-Z guide. Thousand Oaks, CA: Sage Publications. (Peer Reviewed)

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Book Chapters

Burrello, L., Kleinhammer-Tramill, J., & Sailor, W. (2013). Reflections and the human capability approach. In L. Burrello, W. Sailor, & J. Kleinhammer-Tramill (Eds.), Unifying education systems (pp. 233-237). New York, NY: Routledge/Taylor and Francis Group. (Invited) (Peer Reviewed)

Carta, J. When should children be identified and receive special education services. In B. Bateman, M. Tankersley, & J. Lloyd (Eds.), Issues  in Special Education. Routledge. (Invited)

Carta, J., & Driscoll, C. (in press). Early literacy interventions for young children with special needs. In T. Shanahan & C. Lonigan (Eds.), Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond. Baltimore: Paul H. Brookes.

Carta, J., & Greenwood, C. (in press). Future challenges and new directions in RTI. In Handbook of response to intervention in early childhood.. Paul H. Brookes. (Invited)

Carta, J., Greenwood, C., Baggett, K., Buzhardt, J., & Walker, D. (in press). Research-based approaches for individualizing caregiving and educational interventions for infants and toddlers in poverty. In S. Odom, E. Pungello, & N. Gardner-Neblett (Eds.), Re-visioning the Beginning: The implications of developmental and health science for infant/toddler care and poverty. New York: Guilford Press.

Cheatham, G. A. (2012). In R. M. Santos, G. A. Cheatham, & L. K. Durán, Young Exceptional Children Monograph Series 14. Supporting young children who are dual language learners with or at-risk for disabilities. Council for Exceptional Children Division for Early Childhood. (Peer Reviewed) Copyright, 2013

Chiu, C., Kyzar, K., Zuna, N., Turnbull, A., Summers, J. A., & Gomez, V. A. (in press). Family quality of life. In M. L. Wehmeyer (Ed.), The oxford handbook of positive psychology and disability. New York, NY: Oxford University Press, Inc..

Deshler, D. D., & Cornett, J. (2012). Leading to improve teacher effectiveness: Implications for practice, reform, research and practice. In J. B. Cornett, B. S. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership for special education (pp. 239-259). New York, NY: Routledge. (Peer Reviewed)

Ferguson, D. L., Ferguson, P. M., & Wehmeyer, M. L. (2013). The self-advocacy movement: Intellectual disability in late modern times (1980-Present). In M. L. Wehmeyer (Ed.), The story of intellectual disability:  An evolution of meaning, understanding, and public perception (pp. 237-282). Baltimore, MD: Paul H. Brookes.

Francis, G. L., & Turnbull, H. R. (2013). Lessons from the legislative history of federal special education law: A vignette for advocates. In A. Culp (Ed.), Child and family advocacy (pp. 233-252). Washington, DC: American Psychological Association. (Peer Reviewed)

Graner, P. S., & Deshler, D. D. (2012). Improving outcomes for adolescents with learning disabilities. In B. Wong & D. L. Butler (Eds.), Learning about learning disabilities (pp. 299-323). New York, NY: Elsevier Academic Press.

Haines, S., & Turnbull, H. R. (2012). Busting barriers to fully integrating systems of education: Analyzing IDEA and applying models of disability. In L. Burello, W. Sailor, & J. Kleinhammer-Trammel (Eds.), Unifying educational systems. New York: Taylor & Francis Routledge. (Peer Reviewed)

Horn, E., & Synder, P. (in press). Assessment of Adaptive Behavior. In P. Synder, M. McLean, & D. Bailey (Eds.), Assessing Infants and Preschoolers with Special Needs, 4th Edition. Date Submitted: December 2012 (Invited)

Israel, M., Smith, S. J., & Billingsley, B. (2012). E-mentoring new special educators through collaborative partnerships. In B. Ludlow & B. Collins (Eds.), Online in real time: Using Web 2.0 technologies for distance education in rural special education.

Kleinhammer-Tramill, J., Burrello, L., & Sailor, W. (2013). Special education. A critical perspective on reframing public policy for students with disabilities. In L. Burrello, W. Sailor, & J. Kleinhammer-Tramill (Eds.), Unifying education systems (pp. 3-20). New York, NY: Routledge/Taylor and Francis Group. (Invited) (Peer Reviewed)

Knowlton, H. E. (in press). Real-time eLearning and eMentoring to prepare, train, and support teachers of students with low-incidence conditions across Kansas. In B. Ludlow & B. Collins (Eds.), Online in real time: Using Web 2.0 for distance education in rural special education. ACRES.

Kozleski, E. B. (2013). Diverse learners and leadership of systems change. In L. C. Burrello, W. Sailor, & J. Kleinhammer-Tramill (Eds.), Unifying Educational Systems: Policy and Leadership. New York: Routledge.

Kozleski, E. B., & Artiles, A. (in press). 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. Springer.

Kozleski, E. B., & Artiles, A. J. (2012). Technical assistance as inquiry: Using activity theory methods to engage equity in educational practice communities. In S. Steinberg & G. Canella (Eds.), Handbook on Critical Qualitative Research. New York: Peter Lang Publisher.

Kozleski, E. B., & Artiles, A. J. (in press). 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. New York, NY: Teachers College Press.

Kozleski, E. B., & Huber, J. J. (2012). System-wide Leadership for Culturally Responsive Education. In B. Billingsley & J. Crockett (Eds.), Handbook on Special Education Leadership. Sage Publications.

Kozleski, E. B., & Thorius, K. K. (in press). Making Policy Stick: Distributed Networks of Reform. In E. Kozleski & K. K. Thorius (Eds.), Ability, Equity, and Culture: The Search for the Holy Grail in Urban Education Reform. New York: Teachers College Press.

Kozleski, E. B., & Thorius, K. K. (in press). 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. New York: Teachers College Press.

Kozleski, E. B., Artiles, A. J., McCrae, E., & Lacy, L. (in press). 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. New York: Routledge.

Kozleski, E. B., Artiles, A., & Waitoller, F. (2013). Translating inclusive education: Equity concerns. In L. Florian (Ed.), The Handbook of Special Education. New York: Sage Publications.

Kozleski, E. B., Atkinson, L., & Colcord, C. (2013). We are what we assess: How schools construct and shape identity and performance. In D. Lawrence-Brown & M. S. Shevin (Eds.), CONDITION CRITICAL: Key Principles for Equitable and Inclusive education. New York: Teachers College Press.

Kozleski, E. B., Gibson, D., & Hynds, A. (2012). Transforming complex educational systems: Grounding systems issues in equity and social justice. In J. Aiken (Ed.), Defining Social Justice Leadership in a Global Context. Hershey, PA: IGI Global.

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

Lane, K. L., Carter, E. W., Common, E., & Jordan, A. (2012). Teacher expectations for student performance: Lessons learned and implications for research and practice. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Classroom behavior, contexts, and interventions (Advances in learning and behavioral disabilities, vol. 25, pp. 95-129) (Vol. 25). Bingley, UK: Emerald Publishing Group. (Peer Reviewed)

Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2013). Positive behavior support: A framework for preventing and responding to learning and behavior problems. In M. Tankersley & B. Cook (Eds.), Effective Practices in Special Education (pp. 127–140). Boston, MA: Pearson. (Peer Reviewed)

Lane, K. L., Menzies, H. M., Oakes, W. P., Zorigian, K., & Germer, K. A. (in press). 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., Menzies, M., Kalberg, J. R., & Oakes, W. P. (2012). An integrated, comprehensive three-tier model to meet students’ academic, behavioral, and social needs. In K. Harris, T. Urdan, & S. Graham (Eds.), American Psychological Association. Educational Psychology Handbook: Volume 3 (pp. 551–581). Washington, DC: American Psychological Association. (Peer Reviewed)

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

Lane, K. L., Oakes, W. P., Menzies, H. M., & Germer, K. A. (in press). 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. New York: Guilford Press. (Peer Reviewed)

Lane, K. L., Oakes, W. P., Menzies, H. M., & Harris, P. J. (2013). Developing comprehensive, integrated, three-tiered models to prevent and manage learning and behavior problems. In T. Cole, H. Daniels, & J. Visser (Eds.), The Routledge international companion to emotional and behavioural difficulties (pp.177-183).. New York, NY: Routledge. (Peer Reviewed)

Lane, K. L., Walker, H., Crnobori, M., Oliver, R., Bruhn, A., & Oakes, W. P. (2013). Strategies for decreasing aggressive, coercive Behavior: A call for preventative efforts. In M. Tankersley & B. Cook (Eds.), Effective Practices in Special Education (pp. 192–212). Boston, MA: Pearson. (Peer Reviewed)

Madaus, J. W., Dukes, L. L., Martin, J. E., & Morningstar, M. E. (in press). Postsecondary education assessment: Practices to document student progress, preferences, and interests related to postsecondary education and learning. In C. A. Thoma & L. Scott (Eds.), Transition Assessment. Baltimore, MD: Brookes Publishing.

Morningstar, M. E., & Clavenna-Deane, E. (in press). Preparing secondary special educators and transition specialists. In B. Lignugaris-Kraft, P. T. Sindelar, E. D. McCray, M. T. Brownell, et al. (Eds.), Handbook of research on special education teacher preparation. Florence, KY: Routledge Press.

Morningstar, M. E., Knollman, G., Semon, S., & Kleinhammer-Tramill, J. (2012). Accountability for what matters: Using postschool outcomes to build school and community renewal. In L. C. Burrello, W. Sailor, & J. Kleinhammer-Tramill (Eds.), Unifying Educational Systems: Leadership and Policy Perspectives (pp. 158-167). Florence, KY: Routledge, Taylor & Frances Group. (Peer Reviewed)

Mundschenk, N., & Simpson, R. (in press). 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. (Invited) (Peer Reviewed)

Noll, S., Smith, J. D., & Wehmeyer, M. L. (2013). In search of a science: Feeblemindedness in late modern times (1900-1930). In M. L. Wehmeyer (Ed.), The story of intellectual disability:  An evolution of meaning, understanding, and public perception (pp. 117-156). Baltimore, MD: Paul H. Brookes.

Oakes, W. P., Lane, K. L., Magrane, A. E., Menzies, H. M., & Wehby, J. (2013). Family environment as a predictor of behavioral competencies in the early elementary years. In H. Switzer & D. Foulke (Eds.), Kindergartens: Teaching methods, expectations and current challenges. Hauppauge, NY: Nova Publishers. (Peer Reviewed)

Odom, S. L., & Lane, K. L. (in press). 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)

Robinson, S. M., PhD. (2012). DIsciplinary Literacy. In R. T. Boon & V. G. Spencer (Eds.), Adolescent Literacy. ISBN: 13: 978-1-59857-220-9 (Invited) (Peer Reviewed)

Sailor, W., & Burrello, L. (2013). Shifting perspective to frame disability policy. In L. Burrello, W. Sailor, & J. Kleinhammer-Tramill (Eds.), Unifying education systems (pp. 21-41). New York, NY: Routledge/Taylor and Francis Group. (Invited) (Peer Reviewed)

Sailor, W., & Wolf, N. (2012). Kindness is society: Charter schools, democracy and social justice. In L. Denti & P. Whang (Eds.), Rattling chains:  Exploring social justice in education. Rotterdam, Netherlands: Sense Publishing co..

Shogren, K. A. (in press). 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. (in press). Intellectual disability and positive psychology. In M. L. Wehmeyer (Ed.), The Oxford handbook of positive psychology and disability. New York: Oxford University Press. (Peer Reviewed)

Simpson, R. (2012). Extreme behaviors and learners with autism. In Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorders (pp. vii-viii). Thousand Oaks, CA: Corwin Press. (Invited) (Peer Reviewed)

Simpson, R. L. (2013). Personal reflections: Conceptual models and students with emotional and behavioral disorders. In J. M. Kauffman & T. J. Landrum (Eds.), Characteristsics of emotional and behavioral disorders of children and youth (pp. 90-93). Upper Saddle River, NJ: Pearson/Prentice Hall. Date Submitted: October 1, 2012 (Invited) (Peer Reviewed)

Simpson, R. L., & Mundschenk, N. A. (2012). Inclusion and students with emotional and behavioral disorders. In J. Bakken, F. Obiakor, & A. Rotatori (Eds.), Advances in special education. Behavioral disorders: Current perspectives and issues (Vol. 22, pp. 1-22). Bingley, United Kingdom: Emerald Group Publishing. Date Submitted: July 1, 2011 (Invited) (Peer Reviewed)

Simpson, R., & Crutchfield, S. (2013). Effective educational practices for children and youth with autism spectrum disorders: Issues, recommendations for improving outcomes, and future trends. In B. Cook, M. Tankersley, & T. Landrum, Advances in learning and behavioral disabilities (pp. 197-220). San Diego, CA:: Emerald. (Invited) (Peer Reviewed)

Simpson, R., & Ganz, J. (2012). The Picture Exchange Communication System (PECS). In R. McCauley & P. Prelock (Eds.), Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication and social interaction (pp. 255-280). Baltimore, MD: Paul H. Brookes Publishing.

Simpson, R., Ganz, J., & Mason, R. (2012). Social skill interventions and programming for learners with autism spectrum disorders. In D. Zager, M. Wehmeyer, & R. Simpson (Eds.), Educating students with autism spectrum disorders: Research-based principles and practices (pp. 207-226). New York: Routledge.

Skrtic, T. M. (2012). Disability, difference, and justice: Strong democratic leadership for undemocratic times. In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of Leadership and Administration forSpecial Education. New York: Routledge.

Skrtic, T. M. (2012). Review of Comparing Special Education: Origins to Contemporary Paradoxes, by John G. Richardson and Justin J. W. Powell. Contemporary Sociology, 41(5), 669-671. (Invited)

Skrtic, T. M., & Kent, J. R. (2012). Rights, needs, and capabilities: Institutional and political barriers to justice for disabled people. In A. Kanter & B. Ferri (Eds.), Righting educational wrongs: Disability studies in law and education. Syracuse University Press.

Smith, J. D., Noll, S., & Wehmeyer, M. L. (2013). Isolation, enlargement, and economization: Mental deficiency in late modern times (1930-1950). In M. L. Wehmeyer (Ed.), The story of intellectual disability:  An evolution of meaning, understanding, and public perception (pp. 157-185). Baltimore, MD: Paul H. Brookes.

Smith, S. J., & Aronin, S. (2012). Online instruction for students with disabilities in the K-12 environment: Lessons from the field. In B. Ludlow & B. Collins (Eds.), Online in real time: Using Web 2.0 technologies for distance education in rural special education.

Turnbull, H. R. (2013). Accounting for ethics, justice, dignity, and trust: A challenge to the science of quality of life. In R. I. Brown & R. Faraghar (Eds.), Challenges for quality of life: Applications in education and other social contexts.. Haupaque, NY: Nova Science Publishers. (Peer Reviewed)

Turnbull, H. R. (n.d.). Accountability: An overview of the impact of litigation on mental retardation professionals. In , et al. (Eds.), Exceptional Children (6th ed., Vol. 41, pp. 427-433). (Peer Reviewed)

VanBuskirk, S., Simpson, R., & Zionts, P. (2013). Pre-referral intervention, assessment and placement. In P. Zionts (Ed.), Teaching disturbed and disturbing students: An integrative approach. Austin, TX: Pro-Ed. Date Submitted: September 2012 (Invited)

Wehmeyer, M. L. (2012). Foreword. In L. R. Sargent, D. Perner, M. Fesgen, & T. Cook (Eds.), Social skills for students with autism spectrum disorder and other developmental disabilities (2nd ed., pp. vii-viii). Arlington, VA: Council for Exceptional Children.

Wehmeyer, M. L. (2012). Intellectual disability. In R. J. R. Levesque (Ed.), Encyclopedia of Adolescence (pp. 1452-1460). New York: Springer Science+Business Media, LLC.

Wehmeyer, M. L. (2013). Beyond pathology: positive psychology and disability. In M. L. Wehmeyer (Ed.), Handbook of positive psychology and disablity (pp. 3-6). Oxford, UK: Oxford University Press.

Wehmeyer, M. L. (2013). Self-determination: The most natural support. In M. L. Heward (Ed.), Exceptional children: An introductory survey of special education (10th ed., pp. 132-133). Upper Saddle River, NJ: Merrill/Prentice Hall.

Wehmeyer, M. L. (in press). 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.), 21st century issues for individuals with severe disabilities:  Ensuring quality services and supports in challenging times. Baltimore: Paul H. Brookes.

Wehmeyer, M. L. (in press). Self-determination and inclusive education. In J. McLeskey, N. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of Research and Practice for Effective Inclusive Schools. New York, NY: Routledge.

Wehmeyer, M. L. (in press). 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.

Wehmeyer, M. L. (in press). 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. Baltimore: Paul H. Brookes.

Wehmeyer, M. L. (in press). 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.

Wehmeyer, M. L. (in press). When does special education end? In B. Bateman, J. W. Lloyd, & M. Tankersley (Eds.), Issues in special education. New York, NY: Routledge.

Wehmeyer, M. L., & Little, T. D. (2013). Self-determination, positive psychology, and disability. In M. L. Wehmeyer (Ed.), Handbook of positive psychology and disablity (pp. 116-136). Oxford, UK: Oxford University Press.

Wehmeyer, M. L., & Patton, J. R. (2012). Transition to postsecondary education, employment, and adult living. In D. Zagar, M. L. Wehmeyer, & R. Simpson (Eds.), Educating students with autism spectrum disorders: Research-based principles and practices (pp. 247-261). New York: Taylor & Francis.

Wehmeyer, M. L., & Schalock, R. D. (2013). The parent movement: Mental retardation in late modern times (1950-1980). In M. L. Wehmeyer (Ed.), The story of intellectual disability:  An evolution of meaning, understanding, and public perception (pp. 187-235). Baltimore, MD: Paul H. Brookes.

Wehmeyer, M. L., & Shogren, K. A. (2012). Self-determination: Getting students involved in leadership. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (5th ed., pp. 39-66). Baltimore: Paul H. Brookes.

Wehmeyer, M. L., & Shogren, K. A. (2013). Self-determination and student involvement. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (5th ed., pp. 41-68). Baltimore: Paul H. Brookes. (Peer Reviewed)

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

Wehmeyer, M. L., & Shogren, K. A. (in press). Disability and positive psychology. In J. T. Pedrotti & L. M. Edwards (Eds.), Perspectives on the intersection of multiculturalism and positive psychology. New York: Springer. (Peer Reviewed)

Wehmeyer, M. L., & Smith, T.E.C. (2012). Promoting self-determination and social inclusion: A review of research-based practices. In D. Zagar, M. L. Wehmeyer, & R. Simpson (Eds.), Educating students with autism spectrum disorders: Research-based principles and practices (pp. 227-246). New York: Taylor & Francis.

Wehmeyer, M. L., & Trainor, A. (2012). Disability and the transition from adolescence to adulthood. In J. A. Banks (Ed.), Encyclopedia of diversity in education (pp. 2185-2188). Thousand Oaks, CA: Sage.

Wehmeyer, M. L., & Webb, K. A. (2012). An introduction to adolescent transition education. In M. L. Wehmeyer & K. A. Webb (Eds.), Handbook of Adolescent Transition for Youth with Disabilities (pp. 3-10). New York: Routledge.

Wehmeyer, M. L., & Zager, D. (in press). 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. New York, NY: Guilford Press.

Wehmeyer, M. L., Fields, S., & Thoma, C. (2012). Self-determination in adolescent transition education. In M. L. Wehmeyer & K. A. Webb (Eds.), Handbook of Adolescent Transition for Youth with Disabilities (pp. 171-190). New York: Routledge.

Wehmeyer, M. L., Verdugo, M. A., & Vicente, E. (2013). Autodeterminacion [Self-determination]. In M. A. Verdugo (Ed.), Discapacidad e inclusion:  Manual de docencia (pp. 463-494). Salmanaca, Spain: Amaru Ediciones.

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. Boston, MA: Pearson.

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Books

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)

Burrello, L., Kleinhammer-Tramil, J., Sailor, W., & (Eds.). (2013). Unifying Education Systems. New York, NY: Routledge/Taylor and Francis Group. (Invited) (Peer Reviewed)

Kozleski, E. B., & Thorius, K. K. (in press). Ability, Equity, and Culture: The Search for the Holy Grail in Urban Education Reform. New York: Teachers College Press. Anticipated publication 2014

Lane, K. L. (in press). A commentary on Jones and Bouffard's paper, social and emotional

Lane, K. L., Cook, B. G., & Tankersley, M. (Eds.). (2013). Research-based strategies for improving outcomes in behavior. Boston, MA: Pearson.

Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York: Guilford Press.

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

Schalock, R. L., Luckasson, R., Bradley, V., Buntinx, W., Lachapelle, Y., Shogren, K. A., Snell, M., Thompson, J. R., Tasse, M., Verdugo, M. A., & Wehmeyer, M. L. (2012). User's guide: Intellectual disability definition, classificaiton, and systems of supports. Washington, DC: American Association on Intellectual and Developmental Disabilities.

Schalock, R. L., Luckasson, R., Bradley, V., Buntix, W. H. E., Lachapelle, Y., Shogren, K. A., Snell, M. E., Tassé, M. J., Thompson, J. R., Verdugo, M. A., & Wehmeyer, M. L. (2012). User’s Guide for the 11th edition of intellectual disability: Diagnosis, classification and systems of support. Washington, D.C.: American Association on Intellectual and Developmental Disabilities. (Peer Reviewed)

Shogren, K. A. (2013). Self-determination and transition. Baltimore: Brookes. (Peer Reviewed)

Simpson, R. L., & McGinnis, E. (in press). Skillstreaming for children with high functioning autism and Asperger syndrome. Research Press, Champaign, Illinois. (Invited) (Peer Reviewed)

Smith, J. D., & Wehmeyer, M. L. (2012). Good blood, bad blood: Science, nature, and the myth of the Kallikaks. Washington, DC: American Association on Intellectual and Developmental Disabilities.

Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (in press). 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. (2013). Exceptional lives: Special education in today's schools (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

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

Turnbull, A. P., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (in press). Exceptional lives (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. (Peer Reviewed)

Wandry, D., Wehmeyer, M. L., & Glor-Scheib, G. (2013). Life centered education: A competency-based approach (Teachers Guide). Crystal City, VA: Council for Exceptional Children.

Wehmeyer, M. L. (Ed.). (2013). Handbook of positive psychology and disability. Oxford, UK: Oxford University Press.

Wehmeyer, M. L. (Ed.). (2013). The story of intellectual disability: An evolution of meaning, understanding, and public perception. Baltimore: Paul H. Brookes.

Wehmeyer, M. L., & Webb, K. A. (Eds.). (2012). Handbook of adolescent transition and disability. New York: Taylor & Francis.

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

Zager, D., Wehmeyer, M. L., & Simpson, R. (Eds.). (2012). Educating students with autism spectrum disorders: Research-based principles and practices. New York: Taylor & Francis.

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Assessments

Morningstar, M. E., Gaumer Erickson, A., Lattin, D. L., & Lee, H. (2012). Quality indicators of exemplary transition programs needs assessment instrument. [Online assessment]. Lawrence, KS: University of Kansas, Center for Research on Learning. doi:http://www.transitioncoalition.org/transition/section.php?pageId=74

Thompson, J. R., Bryant, B. B., Schalock, R. L., Shogren, K. A., Tassé, M. J., & Wehmeyer, M. L. (in press). Adult Supports Intensity Scale – Revised. Washington, D.C.: American Association on Intellectual and Developmental Disabilities.

Thompson, J. R., Doepke, K., Holmes, A., Pratt, C., Myles, B. S., Shogren, K. A., & Wehmeyer, M. L. (in press). Supports Intensity Scale-Adult Version: Autism Spectrum Disorder Extension. Washington, DC: American Association on Intellectual and Developmental Disabilities.

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