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Evaluating the effects of the color wheel system on a teacher’s repeated directions

School psychology, 2023-11

2023

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The quality of evidence in tablet‐assisted interventions for students with disabilities

Journal of computer assisted learning, 2017-12, Vol.33 (6), p.547-561

2017

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Physical Disability School Performance Impact Model

Physical disabilities : education and related services, 2023-01, Vol.2 (41), p.4

2023

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Alternating treatments designs: Interpretation challenges and design solutions for validating and comparing interventions

Psychology in the schools, 2022-04, Vol.59 (4), p.678-697

2022

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Combining teacher‐Led and technology‐assisted instruction to improve phoneme blending to read words for elementary students with disabilities

Journal of computer assisted learning, 2021-06, Vol.37 (3), p.759-772

2021

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Developing a Rubric for Evaluating Reading Applications for Learners With Reading Difficulties

Intervention in school and clinic, 2020-01, Vol.55 (3), p.145-153

2020

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Art Educators’ Use of Adaptations, Assistive Technology, and Special Education Supports for Students with Physical, Visual, Severe and Multiple Disabilities

Journal of developmental and physical disabilities, 2015-10, Vol.27 (5), p.637-660

2015

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Creating Meaningful Art Experiences with Assistive Technology for Students with Physical, Visual, Severe, and Multiple Disabilities

Art education (Reston), 2015-03, Vol.68 (2), p.6-13

2015

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Using A Tootling Intervention to Sequentially Enhance and Maintain At-Risk Elementary Students' Performance of Multiple Social Skills

School psychology, 2022-05, Vol.37 (3), p.248-258

2022

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Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option

Journal of positive behavior interventions, 2019-01, Vol.21 (1), p.30-41

2019

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Noncontingent Reinforcement to Improve Classroom Behavior of a Student With Developmental Disability

Behavior modification, 2016-07, Vol.40 (4), p.640-657

2016

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Teaching Sight Words to Elementary Students with Intellectual Disability and Autism: A Comparison of Teacher-Directed versus Computer-Assisted Simultaneous Prompting

Intellectual and developmental disabilities, 2015-06, Vol.53 (3), p.196

2015

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Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms

Behavior modification, 2016-07, Vol.40 (4), p.518-540

2016

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Examining Digital Messaging Applications for Postsecondary Students With Intellectual Disability

Journal of special education technology, 2019-09, Vol.34 (3), p.190-203

2019

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Creating Meaningful Art Experiences With Assistive Technology for Students With Physjal, Visual, Severe, and Multiple Disabilities

Art education (Reston), 2015-03, Vol.68 (2), p.6-13

2015

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USING A MODIFIED CONSTANT PROMPT-DELAY PROCEDURE TO TEACH SPELLING TO STUDENTS WITH PHYSICAL DISABILITIES

Journal of applied behavior analysis, 2004, Vol.37 (4), p.469-480

2004

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“The Idea of Accessibility and the Reality of Accessibility are Very Different!” Using a Wheelchair Experience to Teach Preservice Special Educators about Accessibility

Physical disabilities : education and related services, 2015-12, Vol.34 (2), p.32

2015

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The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays

Focus on autism and other developmental disabilities, 2012-03, Vol.27 (1), p.3-11

2012

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Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability

Education and training in autism and developmental disabilities, 2012-09, Vol.47 (3), p.280-292

2012

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Art Educators' Knowledge and Preparedness for Teaching Students with Physical, Visual, Severe, and Multiple Disabilities

Studies in art education, 2015-10, Vol.57 (1), p.6-20

2015

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Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale

Behavior analysis in practice, 2016-03, Vol.9 (1), p.58-62

2016

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Development and validation of an assessment of adult educators' reading instructional knowledge

Annals of dyslexia, 2013-10, Vol.63 (3), p.187-200

2013

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The Use of Repeated Reading with Computer Modeling to Promote Reading Fluency with Students Who Have Physical Disabilities

Journal of special education technology, 2010-03, Vol.25 (1), p.29-41

2010

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Comparing Teacher-Provided and Computer-Assisted Simultaneous Prompting for Vocabulary Development With Students Who Are Deaf or Hard of Hearing

Journal of special education technology, 2015-09, Vol.30 (3), p.145-156

2015

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Teacher's knowledge and support systems regarding students with terminal illness

Physical disabilities : education and related services, 2013-11, Vol.32 (2), p.11

2013

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Evaluating the effects of the color wheel system on a teacher’s repeated directions

The quality of evidence in tablet‐assisted interventions for students with disabilities

Physical Disability School Performance Impact Model

Alternating treatments designs: Interpretation challenges and design solutions for validating and comparing interventions

Combining teacher‐Led and technology‐assisted instruction to improve phoneme blending to read words for elementary students with disabilities

Developing a Rubric for Evaluating Reading Applications for Learners With Reading Difficulties

Art Educators’ Use of Adaptations, Assistive Technology, and Special Education Supports for Students with Physical, Visual, Severe and Multiple Disabilities

Creating Meaningful Art Experiences with Assistive Technology for Students with Physical, Visual, Severe, and Multiple Disabilities

Using A Tootling Intervention to Sequentially Enhance and Maintain At-Risk Elementary Students' Performance of Multiple Social Skills

Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option

Noncontingent Reinforcement to Improve Classroom Behavior of a Student With Developmental Disability

Teaching Sight Words to Elementary Students with Intellectual Disability and Autism: A Comparison of Teacher-Directed versus Computer-Assisted Simultaneous Prompting

Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms

Examining Digital Messaging Applications for Postsecondary Students With Intellectual Disability

Creating Meaningful Art Experiences With Assistive Technology for Students With Physjal, Visual, Severe, and Multiple Disabilities

USING A MODIFIED CONSTANT PROMPT-DELAY PROCEDURE TO TEACH SPELLING TO STUDENTS WITH PHYSICAL DISABILITIES

“The Idea of Accessibility and the Reality of Accessibility are Very Different!” Using a Wheelchair Experience to Teach Preservice Special Educators about Accessibility

The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays

Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability

Art Educators' Knowledge and Preparedness for Teaching Students with Physical, Visual, Severe, and Multiple Disabilities

Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale

Development and validation of an assessment of adult educators' reading instructional knowledge

The Use of Repeated Reading with Computer Modeling to Promote Reading Fluency with Students Who Have Physical Disabilities

Comparing Teacher-Provided and Computer-Assisted Simultaneous Prompting for Vocabulary Development With Students Who Are Deaf or Hard of Hearing

Teacher's knowledge and support systems regarding students with terminal illness

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